What is SEND?
The definition of special educational needs and disabilities (SEND) used is taken from section 20 of the Children and Families Act 2014 and the SEND Code of Practice (2014).

A child or young person has SEND 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:

Have a significantly greater difficulty in learning than the majority of others of the same age. 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 post16 institutions. A child under compulsory school age has special educational needs if they fall within the definitions above or would do so if special educational provision was not made for them.

The SEND Code of Practice (2014) organises special educational needs into four main areas:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health Difficulties
Physical and/or Sensory Needs
A child with SEND may have difficulty in one or more of these areas.

 

Communication and Interaction
Children with Speech Language and Communication needs (SLCN) may have difficulty with speech and/or expressive and receptive language. These can include difficulties with fluency, forming sounds and words, formulating sentences, understanding what others say and using language socially. SLCN can occur in childhood as a primary difficulty or secondary to other developmental conditions such as autism. In some cases the cause of a child’s SLCN is unknown. In some cases, with targeted and purposeful intervention, SLCN needs can be successfully managed and supported.

 

Cognition and Learning
Children with Cognition and Learning (C&L) needs demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties such as global developmental delay, dyslexia, dyscalculia and dyspraxia. These children are often significantly behind age-related expectations in at least one academic area or stage of development. C&L needs because of SEN are almost always considered a neurological consequence and not an environmental or behavioural aspect (of which children may also need intervention support); children with C&L are most likely to have a life-long disability which needs specific support, strategies or intervention. Therefore, it is important to distinguish between children with life-long learning needs (SEN) and children who are behind in learning due to environmental factors (e.g. illness, gaps in learning, poor foundation of key skills).

 

Social, Emotional, Mental Health
Children with Social, Emotional and Mental Health Difficulties (SEMH) includes children who may be withdrawn or isolated, displaying disruptive or disturbing behaviour and underlying mental health difficulties e.g. anxiety, depression. Some children may display hyperactivity, concentration and/or attention difficulties. Children with SEMH may also have difficulty forming or knowing how to make successful and mutually rewarding relationships with peers.

 

Physical and/or Sensory Needs
Children with Physical and/or Sensory Needs (PSN) includes children with sensory impairments, visual impairments, hearing impairments or multisensory impairments and physical difficulties which may require ongoing support and specialist equipment. Sensory needs may have a moderate impact that can be easily managed in a school setting, such as an aversion to touching certain fabrics, or a significant impact, such as an intolerance to loud noises or lights.

 

Do disabled children have special educational needs?

The Equality Act (2010) states that a disability is: ‘…… a physical or mental impairment which has a long-term and sustainable adverse effect on their ability to carry out ‘normal’ day to day activities.’

This definition includes sensory impairments such as those affecting sight or hearing and long-term health conditions. Children with a disability that impacts on their learning and therefore requires special educational provision will also be covered by this SEND definition.

 

Our SEND team at Barnwood Park School are:

Miss T Jenkins - Associate Assistant Headteacher/SEND Strategic Lead/SENDCO

Miss D Knight - SENDCO

Mrs F Miller - Administrator 

Miss Jenkins as Strategic Lead can be contacted on the below email address:
tjenkins@barnwood-park.gloucs.sch.uk

As a SEND Team our key roles are to:

• Be a central contact for parents for all matters concerning SEND and Alternative Provision.
• Be a central contact for teachers for advice in supporting pupils with SEND.
• Be a central contact for liaison with the Local Authority and Statutory.
• Assessment and Resources Team (START). Coordinate referrals and engage with specialist practitioners and professionals.
• Ensure provision in EHCP's are being delivered in accordance with the plan and that a review is conducted at least annually.
• Support pupils, teachers and parents with transfers (either within school or to another setting/phase).
• Monitor SEND pupils' accessibility of the wider curriculum.
• Ensure the school's SEND register is up-to-date and of those with active APDRs (targets).
• Oversee the day-to-day operation of the school’s SEN policy.
• Co-ordinate provision and resources for young people with SEN.
• Advise on the graduated approach to providing SEN support.

 

Miss C Weaving - SEND Link Governor

As the Link SEND Governor, key responsibilities:

• Ensure SEND is a standard item on all full Governing Body meetings
• To be a link between the Governing Body, its sub-committees and school staff
• Meet at least termly with the SEND Strategic Lead to review, challenge and support on aspects relating to SEND
• Have a clear understanding of the SEND systems the school uses