Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014.
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 them.
A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) have a significantly greater difficulty in learning than the majority of others of the same age; or
b) have 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.
If you have concerns about your child:
It might be that you have concerns about your child’s progress or worry that they appear to be struggling more than they have in the past. In the first instance you should communicate your concerns to your child’s class teacher. We try to communicate with you at all times and teachers will speak to you if they are concerned your child is not making the anticipated progress.
If you are worried that your child is not happy, struggling to remember facts, always in trouble or not making progress in reading, please speak to your child’s class teacher.
If your child does need extra help you will receive an appointment to meet your child’s class teacher and school SENDCo to discuss what they find tricky and how we propose to help them. When required this is written down in a plan called an IEP (Individual Education Plan). Your child may also be part of a group which receive additional support. These groups run during the school day and give your child extra practice at whatever skill they need.
To further support your child we also plan to give the children opportunities to try various sports and activities that they may not otherwise have the chance to do. We strive to help them find activities and skills they can thrive at, which helps boost their confidence in different areas of the curriculum and increases their self-esteem.
