The new special educational needs and disability code of practice: 0 to 25 years was put into practice in September 2014. The document is substantial and is available to view through the following link https://www.gov.uk/government/.../send-code-of-practice-0-to-25. In brief the new approach to special educational needs provision ensures that children are at the centre of all teachers' planning as well as teachers being responsible for pupils’ progress.
There are four broad area of need outlined in the new code of practice: Communication and interaction; Cognition and learning; Social, emotional and mental health difficulties; Sensory and/or physical needs.
LOCAL OFFER AT ST JOSEPH'S
Quality teaching at St Joseph’s is an essential component for provision of children who need some additional support to ensure they are appropriately supported in the classroom and make at least expected progress from previous baselines. Clearly defined intervention plans, that include the support of an additional adult, are an integral element of provision at St Joseph’s and replace the previous code of practice’s School Action and School Action Plus. Children's provision and support is closely and regularly monitored at all levels to ensure progress is made.
However, for those children who do not make progress as expected and who may have additional complex needs and/or a disability the new code of practice includes a co-ordinated assessment process that could result in a child having an Education, Health and Care Plan (EHC plan) which replaces the previous code of practice’s Statements of Special Educational Need. At St Joseph’s we take great pride in our provision for children who need some additional support at key points in their educational years and we always endeavour to prioritise their needs appropriately.
A vital component of any provision or additional support for children would include consultation and liaison with parents. This would include regular review meetings with key professionals and parents which ensures relevant adaptations to the curriculum and the learning environment for children with SEN.
A further key point is children's emotional well-being, a child who is emotionally stable will learn well in the classroom and be happy in the school environment. We have five teaching assistants who are qualified Emotionally Literacy Support Assistants (ELSAs) who work with children, as necessary, to support them emotionally in school, over the years we have found this work to be invaluable and often a vital component to support children's self-esteem and confidence in the learning environment.
We have access to LA and LIST support which includes speech and language, behaviour, Educational Psychologist. There is also support from the school nurse and NHS
The school environment has been adapted and includes: a disabled toilet, ramp access to building, EVAC chair on stairway.
Children have access to all activities after risk assessments have been completed and with relevant adaptations made where appropriate.
If you wish to discuss any issues relating to support and special educational needs please do not hesitate to contact school.
Please click on the link below to view the SEND Policy and SEND Report
Please click on the link below for the local authority's LOCAL OFFER page: