We use the following identification procedures:
Our Special Educational Needs Coordinator is our Assistant Head Teacher Mrs M Porter.
Our approach for children with Special Educational Needs or disabilities was to:
Children accessed the curriculum through the provision of a differentiated curriculum and individual and small group withdrawal work with specialist staff, including special provision on school visits.
The school SEN budget is used to provide support and resources for pupils identified through the Code of Practice as requiring intervention additional to and different from the usual differentiated curriculum. This funding is also used to provide pupils with support from external professionals. The school also receives additional funding from the LA for some individual pupils who are the subject of an Education Health Care Plan. This allows for further provision to be made for these pupils.
The school provides a learning mentor and mental health champions to support children with their emotional and social development. Any child can access the “listening ear” of any member of staff through our Talk To Box. Our provision for children with medical conditions is outlined in our Medical Conditions policy.
Teaching and support staff receives advice, support and on-going training from the school’s SENDCO to meet the needs of the children they taught. In addition, advice is regularly sought from a range of specialists.
The progress of children is monitored regularly. Individual targets based on the children’s needs are set with the class teachers and the SENDCO. Their progress is assessed and reviewed at least three times in the year. Children and their parents are invited to take part in this process through discussion or attendance at termly SEND review meetings.
Children take part in:
Parents are encouraged to participate fully in all aspects of their child’s education. This includes:
Additional transition and/or liaison with secondary schools based on the needs of the individual takes place. The SENCO liaises with the children’s secondary schools during the spring term. We also support SEND children with their transition between year groups to ensure that the next teacher is aware of the child’s needs and also to ensure the child feels comfortable and confident in their new class.
The school actively seeks support and advice from a range of specialists and agencies, and supported parents through our good relationship with the Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS).
We carry out analyses of individual’s progress including consultation with parents and teachers.
Any complaints received are dealt with through the school’s complaints procedure.
Visit our school website policies page or contact the school office for the following policies and Plan
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