The SENCo at Redlands is Louise Headley she can be contacted through the school office
The staff and Advisory Board members of the school make every effort to ensure that all our children have the opportunity to reach their full potential, whatever their ability, and to receive a broad and balanced education in a caring environment.
All children are assessed on entering school using NFER Foundation Stage Baseline assessment and their progress is monitored by the staff so that any child who has special needs is identified and given whatever assistance is felt necessary. Children with special educational needs may be helped by their own class teacher using a learning programme devised to meet that individual's needs. Children may also be supported within the classroom or withdrawn for individual or group work by our support staff.
Occasionally a child will require a level of support that cannot be provided from the school's existing resources. In that case, following assessment, a Statement of Special Educational Needs may be issued by the Local Authority which states the level of support the child should receive.
At Redlands Community Primary School, we are committed to using our best endeavours to provide an appropriate and high quality education for all children which enables them to
- Achieve their best.
- Become confident individuals living fulfilling lives.
- Make successful transition to their next phase of education.
We consider every teacher to be a teacher of every child, including those with special educational needs and disabilities. We have the highest aspirations and expectations for all pupils, including those with special educational needs.
We aim to achieve a community where parents and those working in school have a mutual trust and confidence in each other, created through clear, consistent approaches to communication and collaborative working, to enable outstanding outcomes for children with SEND.We aim to achieve a community where parents and those working in school have a mutual trust and confidence in each other, created through clear, consistent approaches to communication and collaborative working, to enable outstanding outcomes for children with SEND.
We aim to provide all children, including those with special educational needs and disabilities, with a broad, balanced academic and social curriculum, which is accessible and ensures they are fully included in all aspects of school life and feel equally valued and fully part of the school community.
Broad areas of need as outlined in the SEND Code of Practice (2014)
These four broad areas give an overview of the range of needs that the school plans for and not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical
The purpose of identification is to work out what action the school needs to take. At Redlands Community Primary School, the needs of the whole child will always be considered in this process.
There are other factors that may impact on progress and attainment that are not considered SEND:
- Attendance and punctuality
- Health and Welfare
- English as an additional language
- Being in receipt of pupil premium grant
- Being a looked after child
- Being a child of a serviceman or service woman
Any concerns relating to a child’s behaviour may be an underlying response to a need which the school would work with parents to identify.
The graduated approach to SEND support
Identifying and adapting teaching to meet pupils’ needs is a process that is in place for all pupils. The school has a rigorous and regular system, through termly pupil progress meetings, to identify where pupils are not making expected progress or working below national expectations. Class teachers will put in place if necessary, relevant and timely interventions, through quality first teaching, appropriate differentiation and in-class support, aimed at closing the gap or raising the attainment. The class teacher will also talk with parents to ensure there is a shared understanding of pupils needs and to gain parental perspective on any emerging concerns and areas of strength.
The LA SEND Support Plan and Education Health and Care Plan process
Where the special educational provision required to meet the child or young person’s needs cannot reasonably be provided from within the resources normally available to the school, the school, in consultation with parents, will consider requesting a LA SEND Support Plan or Education, Health and Care assessment from the Local Authority. To inform this decision, the SENDCo will have close regard to the local authority’s criteria for funding through an SEND Support Plan or for an EHC Plan assessment. This can be found on the Leicestershire’s Local Offer web site along with information on the EHC plan coordinated assessment process and will be shared in full with parents to ensure they are confident and clear about the process and how they are involved in it.
Leicestershire’s Local Offer can be found at:http://www.leicestershire.gov.uk/index/children_families/family/local_offer.htm
Children with Statements and EHCPs
All governing bodies are required by section 324 of the Education Act 1996 to admit to the school a child with a statement of special education needs that names the school. Under section 37 of the Children and Families Act 2014 the school named in an Education, Health and Care Plan must admit the child. This is not an oversubscription criterion. Schools must admit such children regardless of whether they have places available. Admission authorities must not imply in their published admission arrangements that they have discretion over the admission of children with statements of special educational needs or an EHCP.
Children with Statements of SEN/EHCPs are not admitted through the admissions arrangements and are placed in schools through the statement/EHCP process.
Children with SEN but no Statement/EHCPIt is not lawful for an admission authority to refuse admission to a child who has SEN, but has no Statement or EHCP, on the grounds of the child's challenging behaviour (except in very limited circumstances), or because it believes the child requires a statutory assessment or requires additional support.
In line with the Equality Act 2010, children with disabilities are not to be treated less favourably than others in the admission process. A school should make reasonable adjustments to prevent discrimination.
Follow the links below to seek further information: