Special Educational Needs and Disability (SEND)

Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn.

They can affect their:

behaviour or ability to socialise, for example they struggle to make friends
reading and writing, for example because they have dyslexia
ability to understand things
concentration levels, for example because they have ADHD
physical ability

A child or young person of compulsory school age is said to have SEND 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 post-16 institutions.

Children with SEND may need extra help or support, or special provision made for them to allow them to have the same opportunities as others of the same age.

All teachers are teachers of pupils with special educational needs and the Class Teacher, who knows the child best, should be the first port of call for parents. In addition, each school has a SENDCO who provides support about a child’s needs, progress and support.

What is a SENDCO?

A SENDCO oversees and coordinates the support, intervention, provision and progress of all pupils on the SEN register.

This includes:

Supporting the identification of children with special educational needs.
Co-ordinating provision for children with SEN.
Observations and diagnostic assessments
Monitoring progress of pupils with SEND
Liaising with parents of children with SEN.
Liaising with other providers, outside agencies, educational psychologists and external agencies.
Ensuring that the school keeps the records of all pupils with SEN up to date.
Training and professional development
Transition to or from school to another setting
SEND policy and Local Offer