Special Educational Needs & Disability
Special Educational Needs and Disabilities (SEND) Policy
A copy of our most recent policy is available from our office on request alternatively you can view the Academies Enterprise Trust's SEND policies here.
SEND Information Report:
Our SEND information report is available to download from the website. Paper copies are available from the main office on request.
SEN Aims of the academy
To ensure accurate identification of all pupils requiring SEND provision as early as possible
To ensure that all SEND children have access to a broad and balanced curriculum
To provide a differentiated curriculum appropriate to the individual’s needs and ability
To ensure that SEND pupils take as full a part as possible in all school activities
To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment
To ensure that SEND pupils are involved, where practical, in decisions affecting their future SEND provision
Definition of Special Educational Needs
A child has Special Educational Needs if he or she has learning or physical difficulties that call for special educational provision to be made.
A child has learning difficulties if he or she:
Has a significantly greater difficulty in learning than the majority of children of the same age*.
Has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in other schools within the Local Authority.
(*Any difficulty may include barriers to learning such as medical needs, behavioural issues and Speech and Language concerns).
Special educational provision means:
For a child over two, educational provision which is additional to, or different from, the educational provision made generally for children of the same age.
Roles and Responsibilities
The role of the Head teacher - include:
The day-to-day management of the school including SEND provision
Keeping the Management Board informed about SEND data within the school
Working closely with the Inclusion Manager – Mrs C Lavelle
Ensuring that the school has clear and flexible strategies for working with parents and children
The role of the Inclusion Manager:
The Inclusion Manager plays a crucial role in the school’s SEND provision. This involves working with the Headteacher and Management Board to determine the strategic development of the policy. Other responsibilities include:
Overseeing the day-to-day operation of the policy
Co-ordinating the provision for pupils with SEND
Liaising with and giving advice to fellow teachers
Managing Teaching Assistants – where appropriate
Overseeing pupils’ records
Liaising with parents
Making a contribution to INSET
Liaising with external agencies, LA support services, Health and Social Services and voluntary bodies
For effective co-ordination staff must be aware of:
The procedures to be followed
The responsibility all staff have in making provision for SEND pupils’ progress
Mechanisms that exist to allow access to information about SEND pupils
The role of the Class Teacher:
To promptly refer or seek advice from the Inclusion Manager for any child they have concerns about
Liaise with the parents of children with SEND
Include the child in making provision for particular needs and assessment of progress
Maintain Individual Target Plans and other records as appropriate
Plan appropriately to meet the needs of SEND children
To attend SEND reviews fully prepared and able to review progress and set new targets
To interact appropriately with the children having Special Educational Needs showing understanding and sensitivity
To build self-esteem and a ‘can do’ attitude in every child with a Special Educational Need
To assist in identifying children with Special Educational Needs and to discuss their concerns with the Inclusion Manager
To support the delivery of specialist programmes following training as appropriate
Mrs C Lavelle
Four Dwellings Primary Academy
Quinton Road West
Telephone - 0121 464 3351
Updated January 2020