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SEND

Ryhope Junior School is an inclusive school. No child will be discriminated against because of physical, learning, emotional or behavioural difficulties, or sensory impairment. We are passionate about ensuring all children reach their potential in all areas of school life.

We recognise that all pupils are entitled to a quality of provision which will enable them to achieve their potential.

We believe in positive intervention; removing barriers to learning; raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all SEND pupils.

At Ryhope Junior School, we believe that parents are equal partners in their child’s education.  If parents are concerned about their child’s progress they should speak to their child’s teacher in the first instance. Where you may feel necessary, contact should be made with the headteacher, Mrs. F Lynn.

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The key responsibilities of the SENCO include:

 

  • overseeing the day-to-day operation of the school’s SEND policy
  • coordinating provision for children with SEND
  • liaising with the relevant Designated Teacher where a looked after pupil has SEND
  • advising on the Graduated Approach to providing SEND support
  • advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • liaising with parents of pupils with SEND
  • liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
  • being a key point of contact with external agencies, especially the local authority and its support services
  • liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
  • working with the headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
  • ensuring that the school keeps the records of all pupils with SEND up to date

 

The Headteacher – Mrs. F Lynn

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • The Headteacher will give responsibility to the SENDCo and class teachers but is still responsible for ensuring that your child’s needs are met.
  • The Headteacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

 

The SEND Governor – Mrs. S Jardine-Watson

Responsible for:

  • Making sure that the necessary support is given for any child who attends the school, who has SEND.
  • Liaising with school on a regular basis to ensure that she is aware of the SEND processes and systems that Mr Walton-Raine has implemented.
  • School contact telephone number : 0191 917 2969

 

A termly meeting will take place between the SENDCO and the Link Governors in order to ensure the Governor is kept up to date regarding the provision for SEND pupils.

Special Educational Needs provision is the responsibility of the whole teaching staff and will be dealt with, on the whole, by presenting a differentiated curriculum to meet the individual pupil’s measurable targets agreed with the child, parents, school and, where required, outside agencies.

 

Currently staff are working with the following outside agencies:

  • Education Services

Special Educational Needs Support Service, Educational psychology, Portage (pre-school – home-based), Service for physical disability, Autism Outreach Team, Early Help Team, Sensory Support including the Hearing Impaired service and Visually Impaired service.

  • Health & Social Services

Speech and Language Therapy, Occupational Therapy, Physiotherapy, Specialist Consultants, General practitioner, Paediatrics, Health visitor, School nurse, Child and Adolescent Mental Health Service – CAMHS and Social Services.

 

A child with Special Educational Needs and/or a Disability will have a PSP (Personal Support Plan) which sets out targets that are currently being worked on and what additional provision is put in place for that child. The content of the PSP is negotiated, as appropriate, with the child and the child’s family

For many children, targets will be connected to learning and will often be specifically to do with literacy and numeracy. For other children, they may linked with social interaction, communicating with children and adults, emotional difficulties, overcoming physical issues (for example problems to do with fine motor control). The targets depend on the needs of the child.

The school offers many different forms of additional provision. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; counselling; and access to a wide range of outside agencies.  The additional provision depends on the needs of the child.

School adheres to the 2014 Code of Practice for Special Educational Needs and the Disability Act of 2004.

All staff in school continue to remove the barriers to learning, making all aspects of school life accessible to all pupils and ensuring all pupils reach their full potential.

Ryhope Junior School is committed to providing an education that includes and stimulates all children, regardless of ability.  We have pupils with a wide range of abilities and different needs and endeavour to include them in all activities, providing them with the opportunity to fulfil their full potential.  We recognise that some pupils will need extra support and adaptations to access the school curriculum and to participate in school activities. 

 

  • Quality First Teaching

All children should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers must set high expectations for every child, whatever their prior attainment.  All teachers are teachers of children with SEND. 

Teachers have a responsibility to:

  • Use appropriate assessment to set targets which are deliberately ambitious.
  • Plan lessons to address potential areas of difficulty and remove barriers to a child’s achievement. In many cases, such planning will mean that children with SEND and disabilities will be able to study the full national curriculum.
  • Maintain records and assessments for pupils with SEND.
  • Plan for provision and differentiation.
  • Provide PSPs in liaison with support staff, children, parents and carers and SENDCO (when necessary).

 

Definition of Special Educational Needs and the Four Areas of Need
(As stated in the Revised Code of Practice)

 

        A child has SEND when their learning difficulty or disability calls for special educational provision that is different from or additional to that normally available to pupils of the same age. Higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole class provision tend to be more cost effective and sustainable.

Broad areas of need (As outlined in the SEN Code of Practice April 2014)

Children’s needs and requirements may fall into at least one of four areas though many children will have inter-related needs. All areas of need will have a varying degree of impact upon the child’s ability to function, learn and succeed.  Children experiencing difficulties in any one or a combination of these areas may be entered on either the school’s Medical Register or SEND Register (or both). Children whose difficulties are solely due to home language differing from the language in which s/he is taught are not identified as having SEND.

 

  • Communication and Interaction

Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

        Children with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact on how they relate to others.

 

  • Cognition and Learning

        Support for learning difficulties may be required when children learn at a slower pace than their peers; even with appropriate differentiation. Learning difficulties cover a wide range of needs including:

  • moderate learning difficulties (MLD)
  • severe learning difficulties (SLD) where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication
  • profound and multiple learning difficulties (PMLD) where children are likely to have severe and complex learning difficulties as well as a physical disability and/or sensory impairment.
  • Specific learning difficulties (SpLD) affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

 

  • Social, Emotional and Mental Health Difficulties

        Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

        Our School has clear processes to support children including how we manage the effect of any disruptive behaviour so it does not adversely affect other pupils (see Behaviour and use of Reasonable Force Policy).

 

  • Sensory and/or physical needs

        Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children with an MSI have a combination of vision and hearing difficulties which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment.

Some children with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

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