1. What does having a Special Educational Need (SEN) mean?
The Code of Practice (January 2015) states that:
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age; or
• has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Where a child or young person has a disability or health condition which requires special educational provision to be made, they will be covered by the SEN definition.
2. How does the College identify that a child has a Special Educational Need?
The Special Educational Needs Coordinator (SENDCo), Mr Lowcock, and the Transition Coordinator, Mr Swain, will liaise with all primary schools during Year 5 and Year 6 to ensure that information on students is shared effectively, in line with the Local Authority Transition Protocol.
At the start of Year 7, or on entry, the College will undertake relevant assessments of all students to ascertain their ability/difficulties and a profile of their needs. This information will be used alongside data from primary schools to ensure that students who may need additional support with learning are identified.
Once needs are identified, a graduated response to supporting the student’s need will be initiated. Where relevant, the SENDCo will enlist the services of specialist professionals such as Educational Psychologists and Advisory Teachers.
Details of each student with Special Educational Needs, including the nature of their learning disability, recommended teaching strategies, strengths in learning and history of provision will be available to all teaching staff. All teaching staff, parents and the student will be made aware of this information and informed when any significant changes are made.
It is the responsibility of all staff to liaise with the SENDCo should they have any concerns that a student may have previously unidentified Special Educational Needs. Key staff hold regular support panel meetings to discuss emerging need which may include SEN.
The SENDCo will make arrangements for students in Year 9 and beyond to be assessed for exam access arrangements. These assessments are initiated by teachers observing that a child performs significantly better with access to additional arrangements than if they took a test under standard conditions.
Please note that a pre-existing condition may not mean a child is automatically entitled to exam access arrangements. Over time children improve their basic skills and access to additional time for tests in primary school may not mean a child will have access to extra time in secondary school.
3. Who are the best people to talk to in this College if I think my child might have a Special Educational Need?
At Eggbuckland Community College we operate a graduated approach to student need. The first point of contact is the Form Tutor. If the concern persists, the Form Tutor will signpost you to the most appropriate person or agency to support you. Within the College this may be the Head of Key Stage in the relevant Curriculum Team, the House Leader (HL), or an Assistant SENDCo.
If there are still concerns that needs are not being met, then staff will contact the SENDCo.
4. Who is the person responsible for children and young people with SEN?
At Eggbuckland Community College the progress of all young people, including those with SEN, is the responsibility of the subject teacher.
The overview of SEN students’ is the responsibility of the SENDCo, Mr Lowcock, who will monitor, coordinate and evaluate provision of these students.
To speak to or arrange an appointment with Mr Lowcock, please ring 01752 720087 or email email@example.com.