Our staff is committed to supporting all children, regardless of what their special educational need or disability might be. The Government define a child as having a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made or have significant greater difficulty in learning than the majority of others the same age.
Types of special educational needs and disabilities can include:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Behavioural Difficulties
- Dyslexia (difficulties with reading, writing and spelling)
- Dyspraxia (problems with motor skills, organisation)
- ADD (Attention Deficit Disorder – ADHD (Attention Deficit Hyperactivity Disorder)
- Downs Syndrome
- Cerebral Palsy
- Other Physical or Medical Needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Sunnybrow Primary school, we follow a graduated support approach which is called ‘Assess, Plan, Do, Review’. This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
We aim for early identification of special educational needs and disabilities, so our assessment process starts as soon as a child starts our school.
Early identification takes place by:
- Assessing Reception children’s on-entry data in the Early Years Foundation Stage and identifying any areas of concerns
- Discussion with parents regarding parental concerns
- Initial assessments when a child transfers to our school and discussions with previous their previous school
- Ongoing monitoring and tests throughout the year. We use Rising Stars Optional Tests and previous National tests.
- Pupil progress reviews between the head teacher and class teacher, where teachers are held accountable for the amount of progress the children in their class are making
- Special Education Need and Disability reviews between Mrs Sim and a class teacher, where teachers are held accountable for the amount of progress children with special educational needs and disabilities are making
- Ongoing formative assessments during day-to-day activities
We use the Durham Local Authority Tracking sheets to track and monitor pupil progress against National Curriculum objectives. Where a child may be struggling or have an identified SEND, we use objectives from previous year groups to help ensure accurate assessments are made. We also use formative, day-to-day assessments and test such as the Rising Stars optional tests and previous National tests to help inform our judgements.
We moderate learning regularly to ensure our judgements are accurate. We do this in staff meetings, in Key Stage meetings, attended cluster group moderation meetings with Crook, Hunwick and Peases West primary schools and attend Local Authority moderation meetings.
We want to ensure that every child samples success so we use the Lancashire County Council’s PIVATS system. for some children too. This system breaks down each year groups objectives into really small steps, allowing us track even the smallest amount of progress.
At least every term, each teacher is responsible for evaluating the effectiveness of the provision they are providing for children with Special Educational Needs and Disabilities. Mrs Binks meets with class teachers every term to analyse pupil progress data and set targets. Teachers are held accountable for the progress of every child in their class. Mrs Sim also meets with every class teacher once a term to analyse the progress of children with Special Educational Needs and Disabilities, evaluate the provision and set targets for future provision.