SEND
Welcome to our Special Educational Needs and Disabilities information page.
Hopefully you will find everything that you need. Should you require any additional information or have any questions please contact your class teacher, see Miss Simpkin (Special Educational Needs Coordinator), then Mrs Shelton (Headteacher) should you require any further support.
The email address for any SEND enquiries is sendco@cpa.dsat.education.
Policy – Special Educational Needs & Disability
SEND Information Report-23-24CP Contribution to LA Local Offer
Local Offer - SEND link to Doncaster Council website
What are SEND?
Children have additional educational needs if they have a learning difficulty that calls for additional educational provision to be made for them. ‘Children have a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age.
Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority.
Are under compulsory school age and fall within the definitions above or would so do if special educational provision was not made for them.’ (Code of Practice September 2014)
There are now four broad areas of SEND, these are:
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Communication and Interaction
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Cognition and Learning
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Social, Emotional and Mental Health Difficulties
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Sensory and/or Physical Difficulties
Some children may have needs in one or more of these areas.
How do we identify, assess and monitor additional needs?
At Canon Popham we follow a graduated support procedure. This consists of:
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Assess
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Plan
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Do
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Review
This is a cycle of provision that we utilise at each stage of the process.
What happens if the school feel that my child has additional needs?
First of all any concerns and/or issues that have become apparent to school staff will be discussed with the parent/guardian. Should these concerns remain then guidance will be sought from the Special Educational Needs Coordinator. Together we will formulate a plan of action, with timescales for review. These plans usually follow the following steps;-
1. Many pupils can experience delay in their learning and may not be making expected progress for a variety of reasons. We, as a staff, know our children and families well. Should a child be flagged up then we will endeavour to find out if there are any external factors that need to be considered. At this stage the class teacher, will complete a ‘Cause for Concern’ form where triggers, information and action points are noted. This will then be shared with the SEN team and a clear timescale will be set as to the next decision.
At this stage the child may have further differentiated work prepared for them by their class teacher in conjunction with the support staff. Parents will be kept fully informed.
2. Following a ‘Cause for Concern Review’ a decision will be made as to the next steps that need to be taken. This will be done in conjunction with the child, parents, class teacher and Special Educational Needs Coordinator. Either the child will be taken off of the register and continue with class differentiation or they will be added to the Additional SEND Support register. Once a potential additional need is identified, action will be taken to put further targeted and effective support in place. A ‘Support Plan’ will be completed, with specific targets set and progress monitored at least three times per term. In addition, planned reviews will take place with the pupil and family member termly, with informal updates completed more frequently.
3. Should classroom teachers and/or the Special Educational Needs Coordinator have evidence that certain children are still not making good progress then the SENCo will arrange intensive additional SEND support in any or all of the four areas. This may include directing staff towards one-to-one support for certain lessons or activities. It may also include referrals to external specialist services and teachers with additional specialist qualifications may be called upon to provide guidance, assessment, support and/or provision. Following this there may be intensive specific programmes to be followed by all adults coming into active learning situations with the child. All of the above information will continue to be recorded on the ‘Support Plan’
4. Should children still not be making appropriate progress then the formal assessment procedures for an Education Health and Care Plan will be started by the SENCo in conjunction with the Parents, Headteacher and other Specialist Services. The legal assessment procedures outlined in the Local Offer by Doncaster Local Authority will be followed. We will then respond accordingly to the feedback and allocation of funds (if given).