Supporting Pupils with Additional Needs
The SENDCo at Danemill Primary School is a qualified Teacher and member of middle leaders.
Our SENDCO is Laura Higham (Tel: 0116 286 2674)
At Danemill Primary School we are committed to using our best endeavours to provide an appropriate and high quality education for all children which enables them to:
- Achieve their best.
- Become confident individuals living fulfilling lives.
- Make successful transition to their next phase of education.
We consider every teacher to be a teacher of every child, including those with special educational needs and disabilities. We have the highest aspirations and expectations for all pupils, including those with special educational needs.
Identification of Special Educational Needs & Disabilities
A pupil has SEND where their learning difficulty or disability calls for special educational provision to be made for them, that is provision different from or additional to that normally available to pupils of the same age. For some children, SEND can be identified at an early age. However, for other children and young people difficulties become evident only as they develop.
The identification of SEND is built into the overall approach to monitoring the progress and development of all pupils. Class teachers will assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings. Class teachers then make regular assessments of progress for all pupils identifying in particular where pupils are making less than expected progress given their age and individual circumstances. Where a pupil’s progress is causing concern, this may be characterised by progress which:
- is significantly slower than that of their peers starting from the same baseline.
- fails to match or better the child’s previous rate of progress.
- fails to close the attainment gap between the child and their peers.
- widens the attainment gap.
It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs.
The Graduated Approach to SEND Support
Identifying and adapting teaching to meet pupils’ needs is a process that is in place for all pupils. The school has a rigorous and regular system, through termly pupil progress meetings, to identify where pupils are not making expected progress or working below national expectations. Class teachers will put in place if necessary, relevant and timely interventions, through quality first teaching, appropriate differentiation and in-class support, aimed at closing the gap or raising the attainment. The class teacher will also talk with parents to ensure there is a shared understanding of pupils needs and to gain parental perspective on any emerging concerns and areas of strength.
Examples of Specialist Agencies
- Educational psychologists
- Child and Adolescent Mental Health Services (CAMHS)
- Education Inclusion Service specialist teachers
- Specialist teachers for children with hearing and vision impairment , including multi-Sensory impairment, and for those with a physical disability
- Speech and language therapists
- Occupational therapists and physiotherapists
Our Local Offer
The SEND Information Report describes the types of support and provision available in Danemill Primary School and pre-school for supporting all children to reach their potential. It aims to answer questions parents / carers may have and also outlines what this would look like for children. We have broken this down into 4 sections. Firstly what Policies the school publishes in support of SEND, the roles and responsibilities of staff in school in relation to SEND, the different levels of support for children within Danemill Primary School and pre-school and finally some Frequently Asked Questions.
At Danemill Primary School children are identified as having SEN in a variety of ways e.g.
- Concerns raised by parents /carers.
- Concerns raised by teachers.
- Concerns raised by the child.
- Changes in a child's behaviour or self -esteem is affecting progress.
- A child finds learning difficult.
- A child is performing well below age related expectations.
- Information received from outside agencies and pre- schools e.g. Speech and Language Therapist, Paediatricians etc.
Emotional Well-being & Behaviour
We offer a wide variety of pastoral support for children who are encountering emotional difficulties. We are a caring, understanding staff who look after our children and parents. We fully recognise that children may go through crisis in their lives for short periods of time or longer periods of time. We aim to utilise the support we are lucky enough to have in school to support all children through these times NOT just the ones identified as having SEND needs.
Your child's class teacher is the first person to contact with concerns about your child's overall wellbeing. Intervention may be put into place to support your child. If progress is little to none and further support is needed, the class teacher will liaise with the SENDCo/SEMH SLE in school who will give advice and support and put a plan of action into place. This may involve support from our Pastoral Team.
Our ELSA is Emma Watson.
The School Nurse & Children with Medical Needs
Danemill School recognise that pupils with medical needs may need additional support.
Our School nurse is Laura Bevan (Blaby School Nurse Team - Tel: 0116 264 2671).
If a child has a medical need then a detailed Personal Health Care Plan is compiled by the SENDCo in consultation with parents/carers and the school nurse (where appropriate). This is discussed with all staff who are involved with the child.
We have 47 fully trained first aiders.
If your child has a medical condition that requires medication, a meeting can be arranged as required with parents/carers, class teacher and SENDCo if appropriate. Parents and all staff members who agree to administer medicines will sign a medication agreement form to ensure the safety of both child and staff member. For more information on procedures, see the Health and Safety Policy on the school website.
Children with Statements and EHCPs
All governing bodies are required by section 324 of the Education Act 1996 to admit to the school a child with a statement of special education needs that names the school. Under section 37 of the Children and Families Act 2014 the school named in an Education, Health and Care Plan must admit the child. This is not an oversubscription criterion. Schools must admit such children regardless of whether they have places available. Admission authorities must not imply in their published admission arrangements that they have discretion over the admission of children with statements of special educational needs or an EHCP.
Children with Statements of SEN/EHCPs are not admitted through the admissions arrangements and are placed in schools through the statement/EHCP process.
Children with SEN but no Statement/EHCP
It is not lawful for an admission authority to refuse admission to a child who has SEN, but has no Statement or EHCP, on the grounds of the child's challenging behaviour (except in very limited circumstances), or because it believes the child requires a statutory assessment or requires additional support.
In line with the Equality Act 2010, children with disabilities are not to be treated less favourably than others in the admission process. A school should make reasonable adjustments to prevent discrimination.