Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others. Many children and young people will have SEN of some kind at some time during their education.
Early years providers (for example, nurseries or child minders), mainstream schools, colleges and other organisations can help most children and young people succeed with some changes to their practice or additional support. But some children and young people will need extra help for some or all of their time in education.
The Quality First Teaching approach which we adopt makes higher quality teaching normally available to the whole class meaning that fewer pupils will require such support.
Broad Areas of Need
Communicating and interacting
–for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.
Cognition and learning
–for example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy.
Social, emotional and mental health difficulties
– for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children’s learning, or that have an impact on their health and wellbeing.
Sensory and/or physical needs
–for example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment. Some children and young people may have SEN that covers more than one of these areas.
What is a SENDCo?
The SENDCo has an important role to play with the head teacher and governing body, in determining the strategic development of SEN policy and provision in the school.
The SENDCo has day to day responsibility for the operation of SEN policy and coordination of specific provision made to support individual pupils with SEND and meeting with other relevant professionals/ outside agencies. The SENDCo provides professional guidance to colleagues and will work closely with staff, parents and other agencies. They work with professionals providing a support role to families to ensure that pupils with SEN receive appropriate support and high quality teaching.
The key responsibilities of the SENCO in a mainstream setting may include:
- overseeing the day to day operation of the school’s SEN policy
- coordinating provision for children with SEND
- liasing with colleagues to discuss the needs and provision for children with SEND.
- liaising with parents of pupils with SEN
- liaising with a range of outside agencies including; local authority and it’s support services, other schools, educational psychologists and health and social care professionals
- liaising with potential next providers of education to ensure a pupil
- and their parents are informed about options and a smooth transition is planned
- working with the headteacher and school governors.
The school has good links with our local Secondary schools (Ivybridge, KEVICC, Torbay Schools) and we liaise closely with their SENDCo’s to help provide a smooth transition from Year 6 to Year 7.
The SENDCo for Stoke Gabriel is Lija Lewsey email@example.com