Embedded Files
Some pupils may require special educational provision that is additional to or different from that which is typically made for others of the same age. At St. Joseph’s, we are committed to identifying these needs as early as possible to ensure timely and effective support can be put in place.
Some pupils may require special educational provision that is additional to or different from that which is typically made for others of the same age. At St. Joseph’s, we are committed to identifying these needs as early as possible to ensure timely and effective support can be put in place.
We recognise that a pupil may have special educational needs if they are not making expected progress, considering their age and individual circumstances. This may be demonstrated by progress which:
We recognise that a pupil may have special educational needs if they are not making expected progress, considering their age and individual circumstances. This may be demonstrated by progress which:
- Is significantly slower than that of their peers starting from the same baseline;
- Fails to match or improve upon the child’s previous rate of progress;
- Does not close the gap between the child and their peers; or
- Leads to a widening of the attainment gap.
Progress is not solely defined by academic attainment. For some pupils, making effective progress involves developing broader areas such as communication, social interaction, emotional regulation, or independence - key factors in supporting a successful transition into adult life.
Progress is not solely defined by academic attainment. For some pupils, making effective progress involves developing broader areas such as communication, social interaction, emotional regulation, or independence - key factors in supporting a successful transition into adult life.
While additional learning needs may be identified in early childhood, for many pupils these needs become evident only as they grow and their learning demands increase. Staff working closely with pupils are trained to recognise emerging difficulties and to respond promptly.
While additional learning needs may be identified in early childhood, for many pupils these needs become evident only as they grow and their learning demands increase. Staff working closely with pupils are trained to recognise emerging difficulties and to respond promptly.
The first response to any emerging need is high-quality, differentiated teaching targeted to address the specific area of difficulty.
The first response to any emerging need is high-quality, differentiated teaching targeted to address the specific area of difficulty.
It is important to note that slow progress or low attainment does not, in itself, mean a pupil has special educational needs - but it may be an early indicator. Conversely, pupils who are progressing in line with age-related expectations may still have underlying needs which require targeted support.
It is important to note that slow progress or low attainment does not, in itself, mean a pupil has special educational needs - but it may be an early indicator. Conversely, pupils who are progressing in line with age-related expectations may still have underlying needs which require targeted support.
This video from SENDIAS provides a clear, accessible explanation of what a special educational need (SEN) is, based on the SEND Code of Practice (2015). It is designed for parents and carers and forms part of a wider series on inclusion, SEN, and equality.
This video from SENDIAS provides a clear, accessible explanation of what a special educational need (SEN) is, based on the SEND Code of Practice (2015). It is designed for parents and carers and forms part of a wider series on inclusion, SEN, and equality.
Page updated
Report abuse