SEND

Every Teacher is a teacher of every child or young person, including those with SEND. We aim to raise aspirations and expectations for all pupils with SEND. Every pupil with SEN and disability in this inclusive school has an entitlement to fulfil his/her optimum potential. 
 

We will:

• identify pupils with Special Educational Needs and disabilities and ensure that their needs are met. 
• identify missed learning due to COVID-19 and adjust provision to support need.
• operate a whole pupil , whole school approach to the management and provision of support for special educational needs 
• identify and provide for pupils who have special educational needs and additional needs 
• work within the guidance provided in the SEND Code of Practice, 2014 (updated 2015) 
• provide a Special Educational Needs Co-ordinator ( SENCO) who will work with the SEN Inclusion Policy 
• provide support and advice for all staff working with special educational needs pupils 
• develop and maintain partnership and high levels of engagement with parents 
• ensure access to the curriculum for all pupils 
• ensure the well-being of all pupils in relation to being healthy, staying safe, enjoying and achieving, social and economic well-being.

Implementation

• This is achieved by all staff being responsible for all children’s learning.
• Good communication and early identification is key to good timely and focused support.
• The class teacher is responsible and accountable for the progress of all pupils in their class.
• This will be reviewed as part of an Assess, Plan, Do, Review Cycle with the SENCO and Headteacher in Pupil Progress Meetings.
• Support and training may be offered to the class teacher to improve their understanding of strategies to support specific pupils or training will be delivered as a whole school if need is identified.
• Where progress does not improve despite planned provision a child may be placed on the school’s SEN Register. The school, pupil and parents work together in setting appropriate targets and provision for the child.
• It may be decided to place the pupil on a planned SEN Support Programme which may be recorded on an IEP, one page profile or Provision map.
• Referrals to outside agencies could be contacted for further guidance.
• Where the needs of the child are broader or more complex and/or a family may want to access specialist schooling a child may be put forward for an Education and Health Care Plan (EHC).
• The school's Local Offer can be found on the school website.
• The school recognises that pupils at school with medical conditions should be properly supported so they have full access to education, including school trips and physical education.

Impact

• Red Oak SEND children from their different starting points, make good progress academically, emotionally, creatively, socially and physically.
• Knowledge, understanding and skills will be secured and embedded so that children attain to their fullest potential.
• They have strong communication skills, both written and verbal, and will listen respectfully and with tolerance to the views of others.
• They take pride in all that they do, always striving to do their best.
• They demonstrate emotional resilience and the ability to persevere when they encounter challenge.
• They develop a sense of self-awareness and become confident in their own abilities.
• They are kind, respectful and honest, demonstrate inclusive attitudes and have a sense of their role in our wider society.