Skip to content ↓

Special Educational Needs and Disability

Welcome to the SEND Page of Barlow CofE Primary School's website!

 

We are an inclusive school and we are very proud of our welcoming, supportive ethos and our skilled, highly trained teachers and support staff who work hard to make sure that every single child in our school achieves their potential.

Please click on the sub-pages below for lots of information and let's see how we can work together to best support your child.

Intent, Implementation and Impact for SEND at Barlow CofE Primary School

Impact:

At Barlow CofE Primary School we value all pupils. We believe that our pupils with Special Educational Needs and Disabilities (SEND) have an equal right to an education that enables them to develop fully. Through high quality assess, plan, do & review procedures, we aim to:

• Provide early identification of SEND
• Ensure all children have access to a broad, balanced and ambitious curriculum through quality-first, inclusive teaching
•Minimise barriers to participation in school life
•Nurture and support the relationship between teachers and pupils through mutual respect
•Build positive partnerships between school and families as a key role in supporting the child
•Develop children’s independence
•Carefully map provision and review the impact that interventions are having on progress of all vulnerable learners
• Regularly monitor the progress of pupils and review outcomes
•Create SEN support plans that are tailored to the child’s needs
•Place the child at the centre of all discussions and decisions
•Work cooperatively with external agencies including the local authority to ensure a multi-professional approach
•Constantly develop the learning environment to meet the changing needs of pupils
•Provide relevant training to staff members supporting pupils with SEND
•Have effective transition procedures to ensure continuity and support when moving through the school.
Implementation
•We will implement and regularly review the SEND policy, ensuring its effectiveness and adjusting it accordingly
•Our EYFS Lead and staff will identify children in EYFS who may have additional needs as early as possible and the SENDCo will facilitate a plan to ensure the appropriate level of support is planned for
•The school SEND register is kept up to date and regularly reviewed, including data on primary needs, diagnoses etc.
•The SENDCo will initiate and complete relevant paperwork for referrals to other services or applications for funding e.g. Education, Health and Care Plans (EHCP), Inclusion Panel funding, Speech and Language Therapy referrals and other health referrals etc.
•We will co-ordinate support for children with special educational needs both at home and in school to ensure a holistic approach through regular meetings with parents to capture their views as well as those of the child
•The SENCo will liaise with external agencies and help the staff to implement their strategies and advice
•The SENDCo (and staff) will attend courses to keep up to date with current issues, attend regular CPD, research key SEND areas and disseminate relevant information to staff
•We will ensure that staff CPD needs are kept up to date by contributing to in-service training
•The SENDCo will report to governors on the progress of SEND children and the current strengths and areas in need of developing
•A flexible approach to the curriculum is taken for pupils with SEND who may needs a more hands on experiential approach to learning e.g. Forest Schools.
•Regular learning walks and book looks will take place to ensure that SEND children are well supported.
Impact:
•Our SEND children are happy, safe and have their needs met
•We develop safe learning environments where difference and diversity is embraced and all pupils are respected and respectful
•Through embracing emotion coaching techniques, those children with social, emotional and mental health needs can thrive
•Children have a voice and feel heard – they are involved in decisions made about themselves
•Staff are empathic, supportive and compassionate and create effective learning opportunities for all
•Parents feel listened to, supported and play an important role in decision making about their child
•Early intervention means that we can close emerging gaps early and/or identify needs and implement support quickly
•Relationships between staff, pupils, parents and wider professionals are at the heart of everything we do

Dear Parents and Carers

At Barlow CofE Primary School we value your opinions on how you feel your child is supported with their learning. We have created a short questionnaire that will take only a few minutes to complete but will help to inform us of your views on SEND’s at our school,

Thank you for your time with this,

Yours sincerely,

Miss Libby Jones

SENCo.

Please scan the QR code below or visit this link.

  • The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN 

  • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels 

  • There is a stronger focus on high aspirations and on improving outcomes for children and young people

  • A latest statutory Code of Practice (January 2015) came into force with a new focus on a coordinated response that is shared between Education, Health and Social Care

  • The categories “School Action” and “School Action Plus” will also be redefined and schools will continue to support these children under the new heading of “SEN Support”. Regular meetings with parents to monitor progress will continue in the same way as has previously been the case but will now involve a higher degree of co-production of any support plans.

  • The Local Authority is required by law to publish its “Local Offer”. This simply aims to pull information about available services into one place to make it clear and accessible to all children and their families. 

  • Schools are also required to publish information about the “School Information Report”. This will comprise contact information, links to the Local Offer, the school’s own Special Educational Needs Policy and any other relevant information

  • We have reviewed our Special Educational Needs Policy in the light of the new Code of Practice and our Local Offer was written in cooperation with other local schools. 
  • The “School Information Report” is now available on our school website.

  • The “Local Offer” by Derbyshire County Council is available on this website:

Cookie Policy