Special Educational Needs
The SEND Policy (full policy attached below) details how Marden Primary School supports children with Special Educational Needs and/or a Disability. It is written in line with the requirements of various Codes of Practice and Regulations and should be read in line with our other policies.
The policy has been developed with families and members of the school community following consultation. The policy is now under further review as part of our regular annual cycle.
Definition of SEN
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 if he or she:
Definition of disability
Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is’… a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. SEN Code of Practice (2014, p5)
The SENCO at Marden Primary School is Mrs Ward, who is a qualified teacher. She has taught at the school for 6 years but was appointed as SENCo in September 2016. She is currently completing the National Award for SEN Co-ordination. Mrs Ward is available on 01622 831393 via the school office or at firstname.lastname@example.org . Her working days are Tuesday - Thursday.
How we support children with SEN or a disability
At Marden Primary School we can make provision for every kind of frequently occurring special educational need, with or without a Statement of Special Educational Needs or Education, Health and Care Plan.
We monitor the progress of all pupils throughout the year to review their academic progress, using a wide range of assessments. Where progress is not sufficient, even if special educational need has not been identified, we put in place extra support to enable the pupil to catch up.
Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. For these pupils, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty.
We also have access to external advisors such as occupational therapists, speech therapists, specialist teachers and educational psychologists through the Local Inclusion Forum. Parental consent is always sought before a child is discussed at the forum.
The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put on a provision map and reviewed regularly. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available.
How we involve parents and pupils
Parents of pupils at Marden Primary School are invited to discuss the progress of their children three times a year and receive a written report once a year. In addition, we are happy to arrange meetings outside these times.
If, following this normal provision, improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs more effectively. From this point onwards the pupil will be identified as having special educational needs because special educational provision is being made, and the parent will be invited to all planning and reviews of this provision. Parents will be actively supported to contribute to assessment, planning and review.
In addition to this, parents of pupils with a Statement of Special Educational Needs or Education, Health and Care Plan will be invited to contribute to and attend an annual review which, wherever possible, will also include other agencies involved with the pupil.
When a pupil has been identified as having special educational needs, the pupil will be consulted about and involved in the arrangements made for them. Parents are likely to play a more significant role in the childhood years, with the young person taking more responsibility and acting with greater independence in later years.