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Special Education Needs

“Every child is a unique gift from God with his/her individual needs and gifts. The challenge for our School is to ensure that, in partnership, with parents, these needs are identified and strategise developed to meet them” - [Catholic Education Service Sept 1994. Meeting Special Educational Needs].

The Local Education Authority Statement:

The current LEA Policy statement is contained in South Tyneside’s Guide for Parents 2004 -2005
This document is given out at the induction meeting for parents. Where any child’s needs are deemed to be severe or complex, then the Local Education Authority is required to assume statutory responsibility for implementing procedures. However, for the significant number of other children whose needs can be met from within the resources normally available to schools, and then it is the responsibility of individual school to identify such children and make appropriate arrangements to ensure that their needs are met and kept under review.

Our aims in teaching children with Special Educational Needs are that:-

  • They will be identified and assessed as early as possible,
  • They will have access to a broad and balanced education, as stated in the National Curriculum / Foundation Stage Guidelines.
  • Parents will be fully informed and encouraged to be actively involved in a working partnership with School.
  • We will liaise effectively with all outside agencies necessary to further address the needs of the child.

Code of Practice 2002

Children are assessed on their progress in the Foundation Stage Profile, National Curriculum. This information, together with consultation between the teaching staff of the school, helps us to decide if a child needs, or will benefit from support teaching because of learning difficulties.

A joint decision is made by the SENCO, Headteacher, class and support teacher, as to whether a child continues or ceases to have support. The parents are informed if it is suggested that a child needs to be placed on the school’s Special Educational Needs Register. The Special Needs Register conforms to the National Code of Practice for Special Educational Needs. Below is a summary of provisions available to children identified as having Special Educational Needs (SEN).

Our school has developed a revised policy for Special Educational Needs in accordance with the Code of Practice 2002 and L.E.A. Guidelines. Where children experience learning difficulties they may receive differentiated work or help from the learning support teacher. Help may be given either in a classroom situation or by withdrawing a small group of children with similar difficulties. Children who are extremely academically advanced may be offered similar support. In either case, the children are identified by monitoring academic and social performance.

School Action:/Early Intervention: the class teacher identifies that a child has SEN and provides support that is additional to or different from that provided as part of the schools usual curriculum. Children may receive support from outside the school.

School Action Plus:/Early Intervention Plus: the class teacher and the SENCO are provided with support or advice from outside specialists, so that additional or different strategies are provided for the child than those provided through ‘School Action’.

Inclusion Support: some children need additional support to help them access the curriculum, this Inclusion Support is applied for and where appropriate provided by the LEA.

Statutory Assessment; if the educational needs of a child cannot be met effectively within the school, the school or the parents can ask the LEA to conduct a statutory assessment of the child’s educational needs.

The progress of every child is carefully reviewed and assessed and extra help is given for as long as it is felt that the particular child is benefitting from the provision.

The provision may simply entail differentiation of classroom work. However in other classes a child may be given help from a support teacher. If this happens the school will draw up an Individual Education Plan (I.E.P.) for each child, to meet their specific need.