SEND
We believe that every child matters and that the fundamental purpose of education is to prepare students to lead fulfilled, productive, responsible, happy and successful adult lives.
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We believe that every child matters and that the fundamental purpose of education is to prepare students to lead fulfilled, productive, responsible, happy and successful adult lives.
At Charles Warren, we recognise each child as an individual, understanding that they learn in different ways and at different rates.All pupils in school receive a high standard of quality first teaching, meaning that a range of teaching and learning styles are used and that the learning objectives set are realistic and achievable.
All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. SEND children are at the heart of personalised learning and our curriculum is tailored to meet individual pupils' needs.
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help.
Identifying children with SEND
All children have a right to quality first teaching which provides appropriate differentiation and support to identify their needs. The first step in identifying a child with SEND is through this quality first teaching using the approach of Assess, Plan, Do, Review.
A special educational need can be a number of different things and will fall into one of the four broad areas of SEND: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health (SEMH), or Sensory and/ or Physical. A special educational need can be helped by putting extra support in at school, providing appropriate interventions, additional resources and in working with partnership with parents and, where required, external agencies. The need may also be due to a disability which makes it harder for the child to access the same educational facilities provided by the school for the majority of children. For some children, this may be a temporary difficulty while for others, it may be a more long term need and require further specialist help.
We aim to identify children who have difficulties as soon as possible to ensure that appropriate support can be provided from an early age. Full use is made of any information passed to us by previous education providers (for children who attend a nursery or who have moved settings) and we use assessments throughout school to identify pupils and any difficulties that they may have.
Actions to support judgements may include:
- On-entry observations
- Teacher assessment
- Progress against the Early Learning Goals
- Progress against the National Curriculum expectations
- Progress through core subjects, particularly English or Maths
- Collaboration with parentsFoundation stage profiles
- Formative and summative assessments, including KS1 and KS2 SATs
- Speech and language referrals and assessments
- Educational psychology referrals and assessments
- OT referrals and assessments
If there are concerns that your child has a special educational need, your teacher will discuss this within their teaching team and with the school SENCo. Time will then be spent to assess:
- What your child’s strengths are
- Which area(s) they need support in
- How your child can be best supported
- Which additional agency involvement may your child benefit from, if any
With parental agreement and parental and child involvement, an SEN Support Plan will be generated with your child’s teacher and the school SENCo to detail personalised targets for your child and appropriate provisions to put in place. This action will then result in your child’s addition to the school SEND register
At CWA, we recognise that many children can make rapid progress with the correct support in place and can then be in line with their peers and may no longer need the personalised targets or additional provisions as set out in their SEND Support Plan. Support Plans are monitored and assessed through the assess, plan, do, review process, with full reviews completed on a termly basis. Parents are invited to attend review meetings each term to discuss their child’s progress and to take part in the development of their new SEND Support Plan.
With this in mind, our SEND register is fully fluid and is reviewed by the SENCo and teaching staff on a termly basis. If it is felt that a child no longer requires the additional support and can continue to make good progress with Quality First Teaching, they will be removed, with parental consent, from the SEND register at the termly review meeting.
SEND progress is monitored and tracked following a similar process to identification. Teacher assessment, formative and summative assessments, discussions and collaboration with parents and external agencies are used to continually identify and evaluate needs and provisions.
The Government provides some advice for parents and carers about Special Educational Needs and Disabilities which you can access here https://www.gov.uk/children-with-special-educational-needs
View our SEND policies here
We are committed to ensuring that pupils with medical conditions are fully supported in school so that they can:
If a student has a medical need, they will have a Care Plan, which is compiled in consultation with parents and one of our medical assistants. The plan is discussed with all staff who are involved with the student and is added to the student’s profile, so staff can access it.
Staff receive regular medical training delivered by the school medical assistant and are aware of where they can access further information as required.
Where necessary and in agreement with parents, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
As part of our community we are proud to run a Specialist Provision for Communication and Language where children are placed with us by the Local Authority. This provision is called Butterflies. Butterflies Class is a provision within our mainstream school for children with social communication needs. We have 6 places for Foundation Stage, Year 1 and Year 2 children. The places are allocated by the Local Authority to children with an EHCP who meet the criteria.
You can find out more about our SEND provision here.
For students with specific learning difficulties such as dyslexia, or moderate learning difficulties that affect students in a range of cognitive areas.
For students who struggle to engage in the social aspects of school, or who find it hard to cope with challenging emotions. This will range from students needing short-term assistance during a turbulent time in their life, to students with a recognised condition such as ADD or ADHD.
For students who have speech, language and communication needs, a specific language impairment or a range of communication difficulties. Students who find it difficult to interact with others are supported within this area.
Students whose need is primarily sensory and, or physical have their support overseen by the area of need leader in this team. This team would support students with hearing or visual impairments as well as students with physical needs.
Lift Charles Warren,
Old Groveway,
Simpson,
Milton Keynes,
Buckinghamshire,
MK6 3AZ
