SEND Additional Information

Support for Parents and Carers

If you have any questions or queries, speak to your child’s class teacher or SENCO. If your child has had recent assessments or a diagnosis, it is important to share this information with the SENCO. This will help the school better understand how to support your child at school.

SEN Support Plans

If your child is receiving SEN support, the SENCO will draw up a SEN support plan including yours and your child’s views. SEN support plans can also be called different names, such as a My Plan, One Plan, Individual Education Plan (IEP) or Pupil Support Plan.

The format of SEN support plans are used across all schools in North Tyneside. Class teachers will work alongside the SENCO to set targets for your child. All targets should be SMART: specific, measurable, achievable, realistic and time bound.

Each half term (before Parent’s Evening) you will receive a copy of your child’s support plan. Parent’s evenings and SEN reviews will be used to discuss these targets.

There are four broad areas of need influencing why a child may be identified as having SEND:

They are having significant difficulty with their learning and making far less progress than would be expected or they have a specific learning difficulty, for example dyslexia

They have emotional or mental health difficulties

They have speech and language difficulties or difficulties with social communication/ interaction
They have sensory and/or physical needs, for example a hearing impairment

For all pupils at St Peter’s CofE School who have an additional need:

We value and recognise the expert role families play in their children’s lives and work closely in partnership with them.
We support our families with children with SEN, formally through review meetings and informally through our “open door” approach. Support is offered to families through our dedicated SEN and Welfare team.
We are also able to signpost to services and organisations which may offer appropriate input or advice via the Local Offer.
We deliver high quality teaching, adapting the curriculum and our resources to support access to learning. Ofsted Information
We use pupil-friendly targets and needs-based Learning Passports. We involve pupils, parents and staff to write, implement and review them. We use this information to inform future planning, teaching and provision.
We seek support and advice from outside agencies such as: SENTASS, Community Paediatrics, CYPS, Speech and Language Therapy and the Educational Psychology Service etc. to ensure any barriers to success are fully identified and responded to.
We support access to teaching and learning for pupils with SEN, monitored through the schools self-evaluation process.
Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
We use ICT (both hardware and software) to promote access to the curriculum.
We use strategies to promote emotional wellbeing through a Restorative approach. Restorative Practice
Whole school policies such as those for behaviour, anti-bullying and SEN are evaluated on a regular basis with a focus on the impact upon pupils with SEN.
Activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
Support staff are placed where they are needed throughout the school to promote pupil progress and independence.
We have an experienced SENCO who can provide advice and guidance.
Staff receive on-going training in relation to meeting pupils’ needs in the classroom.
We offer home to Nursery, Nursery to Reception and Primary to Secondary transition support for pupils and parents.

For pupils who have a higher level of additional need, in addition to all the above, we provide a key worker:

To support the pupil to work on their individual targets.
To support access to the curriculum.
To provide pastoral support.
To deliver specific targeted interventions where necessary.

Glossary of Terms

Term	Explanation
ARP/ARC	Additionally Resourced Provision/Additionally Resourced Centre
ASD	Autistic Spectrum Disorder
CYPS	Children’s and Young Peoples Service (Previously known as CAMHS)
EAL	English as an Additional Language
Golden Time	Reward operated within the school whereby children can participate in self chosen activities.
ICT	Information Communication Technology
Key Stage Two	Pupils in years 3 to 6 (aged 7-11yrs) in primary school
MLD	Moderate Learning Difficulties
PSA	Parent Support Advisor
SEAL	SEAL stands for Social and Emotional Aspects of Learning.
SEN	Special Educational Needs
SENCO	Special Educational Needs Coordinator
SENTASS	The Special Educational Needs Teaching and Support Service (SENTASS)
SLCN	Speech Language Communication Needs
SPLD	Specific Learning Difficulties E.g. Dyslexia, Dyscalculia

Useful Organisations

SENDIASS

Parents can contact the Special Educational Needs and Disabilities (SEND) Information, Advice and Support Service, SENDIASS (formerly known as the Parent Partnership Service) for impartial information, advice and support in relation to their child’s SEND and/or disability.

Tel: 0191 2116255

The National Autistic Society

www.autism.org.uk

Email: nas@nas.org.uk

Autism Helpline (open 10.00am-4.00pm, Monday-Friday)

Tel: 0808 800 4104 or text on: 07903 200 200

ADHD Foundation

www.adhdfoundation.org.uk

Dyslexia Action

www.dyslexiaaction.org.uk

Dyspraxia Foundation

www.dyspraxiafoundation.org.uk