Bocking Church Street Primary School

Special Educational Needs (SEN)

At Bocking Church Street Primary School we recognise that our pupils have a variety of needs and aspirations. We are committed to the inclusion of all pupils in a broad and balanced curriculum, made accessible through differentiated activities. The needs of a significant minority of the children require consideration beyond that given to other pupils (a Special Educational Need).
 
We aim to identify additional needs and provide support at an early stage to ensure that children's needs are met and resolved early on, where possible, and that the correct provision is put in place for each child from the very beginning.
 
Our teachers and learning support assistants (LSAs) meet children's needs in class through individual or small-group-focused activities. We work closely with parents and other agencies, such as Speech and Language Therapy Services and Educational Psychologists and we attend regular, relevant training.
 
Children with identified needs are placed on the special educational needs and disabilities (SEND) register, and benefit from the Essex approach of "One Planning" which focuses on child-centred reviews and individual provision mapping.
 
We recognise that many pupils will have special needs at some time during their school life. In implementing this policy, we believe pupils will be helped to overcome their difficulties. Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents/carers, teachers and pupils working together.
 
Aims and Objectives
  • To ensure that all pupils have access to a broad and balanced curriculum
  • To provide a differentiated curriculum appropriate to the individual's needs and ability
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career
  • To ensure that SEN pupils take as full a part as possible in all school activities
  • To ensure that parents/carers of SEN pupils are kept fully informed of their childs progress and attainment
  • To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision
Government Legislation dictates the framework within which the school operates (the Special Educational Needs and Disability, 0-25 Code of Practice 2014, the SEN and Disability Act 2001), and further guidance is provided by both the Government and Local Authority. This policy takes account of the Special Educational Needs and Disability Code of Practice: 0 to 25 years (September 2014). It has also been written with reference to the following guidance and documents:
  • Equality Act 2010: advice for schools DfE Feb 2013
  • Schools SEN Information Report (2014)
We endeavour to secure special educational provision for pupils for whom this is required, that is additional to and different from that provided within the differentiated curriculum to better respond to the four areas of need identified in the new SEND Code of Practice (September 2014).
  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory/physical