Definition of SEND
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. This provision will be is additional to or different from that normally available in a differentiated curriculum. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
a) has a significantly greater difficulty in learning than the majority of others of the same age, or
b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
c) A child under compulsory age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them (section 20 Children and Families Act 2014)
All staff will have regard for the SEND Code of Practice when carrying out their duties towards pupils with SEND and ensure that parents/carers are informed by the school that SEND provision is being made for their children.
There may be times in a pupil’s school career when they are identified as having a Special Educational Need. The pupils will be provided with intervention and/or support that ‘additional to or different from’ the normal differentiated curriculum. This may be ongoing basis or for a limited time. Many pupils with sensory and/or physical disabilities may require adaptations, made as reasonable adjustments under the Equality Act 2010.
Areas of Special Educational Need
Under the SEND Code of Practice 2014 pupils identified as having a Special Educational Need (SEN) will be considered within one or more of the following categories of need:
Cognition and Learning
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, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability 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
Children and young people 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. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Communication and Interaction
Children and young people 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. Children and young people with Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, will likely have particular difficulties with social interaction.
Sensory and/or Physical
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. 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. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
English as an Additional Language
Pupils must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from language in which they will be taught.