Newick/docs/SEND/DCAT___Newick_CofE_SEND_Policy_2024-2025_CORRECT.pdf{SEND Policies}
send information report 2024 2025 pdf.pdf
SEND - Special Educational Needs & Disabilities
Special Educational Needs & Disabilities
At Newick Church of England Primary School, we strive to meet the needs of all pupils within our school. All staff are aware of SEND within the school and receive high quality, up-to-date information and training. We aim to quickly identify pupils who require additional support and provide targeted interventions to meet their needs. We ensure that parents are fully aware of the SEND process and informed of their child’s learning regularly throughout the year. We are a fully inclusive school and have strong links with the Local Authority, Health Professionals, advisors within DCAT and organisations within our community. Our environment at Newick is developing regularly and consciously to meet the needs of our pupils. We aim to continue to learn, develop and grow our understanding of SEND across the school to meet the needs of all pupils within our care.
If you have any concerns or wish to discuss SEND at our school, please do not hesitate to contact me:
Mrs. Ashleigh Stewart
Assistant Headteacher & SENDCo and Inclusion Manager
01825 723377
Staff
All Staff at Newick Church of England Primary School have a responsibility to provide quality first teaching to pupils with SEND. If your child has an EHCP, their class teacher will inform and introduce you to the key members of staff who work within your child’s class. If your child is receiving some group or one-to-one support these staff may be involved:
Mrs Stewart
Miss Oliver
Mrs Smith
Mrs Neilson
Mrs Coote
Mrs Cox
Mrs Conway
Mrs Middleton
Mrs Hurkett
Mrs Wise
Miss Westwood
Mrs McNulty
Governor Link: Lucy Fisher oversees the SEND provision within our school.
The Four Main Areas of SEND
If your child has been identified as SEND, it will be determined which of the four areas will be their main area of need. We promote the ethos of Quality First Teaching within school, to adapt and meet learning needs.
Communication & Interaction
Autism
Speech, learning and communication (SLCN)
Cognition & Learning
Specific learning difficulty (SpLD)
Mild to moderate learning difficulty (MLD)
Severe learning difficulty (SLD)
Profound multiple learning difficulty (PMLD)
Social, Emotional & Mental Health
Children and young people with SEMH may have the following mental health difficulties: anxiety, being withdrawn or feeling isolated, disruptive, antisocial and uncooperative behaviour, temper tantrums, frustration, or anger and verbal and/or physical aggression.
Sensory and/or Physical
Visual impairment (VI)
Hearing impairment (HI)
Multi-sensory impairment (MSI)
Physical disability (PD)
We will then follow the process of Assess-Plan-Do-Review alongside parents/carers, to determine the next steps for your child:
What are our admission arrangements for children with disabilities? The arrangements for the admission of pupils with Special Needs or disabilities to gain admission as pupils to Newick Church of England Primary School fall within our duties under the Equality Act 2010 and are the same as those applied to all pupils. Admission is in the first instance arranged by application to the Local Education Authority. If successful, Newick Primary then receives notification that a child has been allocated a place. We will use our best endeavours to ensure that no child is unable to attend Newick Primary because of any special need or disability. In order to promote equality of opportunity for disabled children we will make reasonable adjustments to prevent them being put at a disadvantage. In practice we ensure that classroom and extra-curricular activities encourage the participation of all pupils, including those categorised as having Special Educational Needs. Staff organise resources within the school to increase access to learning and participation by all pupils. Existing facilities provided to assist access to the school by pupils with disabilities:
- Wheelchair access onto school grounds at the main entrance
- Disabled parking is available near the main entrance.
- The building is on 2 levels but the second floor as lift access
- Wheelchair access into the school at the main entrance
- Exterior lighting to improve evening access.
- Disabled toilet on ground floor
- For pupils with disabilities, especially those with significant needs, Learning Plans can be created to outline specific accommodations, modifications, and support services. These plans are designed to help disabled pupils engage with the curriculum at their own pace and level of understanding.
- Teachers may differentiate instruction to meet the needs of disabled pupils. This can include modifying teaching strategies, materials, or assessment methods to ensure accessibility. For example, a pupil with dyslexia might receive additional time for reading tasks, or a pupil with physical disabilities might be provided with assistive technology.
- Pupils are able to take part in physical clubs offered at Newick. Any sports-related clubs which take place outside (e.g. field/astro/playground) can be accessed via the ramp from the ground floor. Activities will be adapted to ensure the delivery of club provision is inclusive for all pupils.
- Assistive technologies such as voice-to-text software, reading pens, and the use of iPads/laptops can help pupils with disabilities engage with curriculum content in a way that is accessible to them. This technology is often used to support pupils with visual, auditory, motor, or cognitive impairments.
- Newick Primary ensures that inclusive teaching practice takes place in all lessons to ensure that all pupils, including those with disabilities, have the opportunity to participate fully in lessons. Teachers might use flexible grouping, project-based learning, or other strategies to support diverse learning needs.
- Newick Primary has some specialist staff who can deliver programmes such as speech and language link and Nurture provision, to help pupils with disabilities access the curriculum. These services can be vital for pupils who need extra help with learning, communication, or social interactions. The school also works closely with outside agencies to ensure the best support and guidance are given to staff and pupils.
- Beyond academics, our school fosters social inclusion, where disabled pupils are/would be encouraged to interact with their peers and participate in extracurricular activities. Social inclusion is an important aspect of the overall school experience.
- In some cases, pupils with disabilities may require modifications to how they are assessed. For example, a pupil with a physical disability may need a scribe during written exams, or a pupil with autism may benefit from alternative forms of assessment (such as oral presentations instead of written reports).
- Teachers and support staff may receive training on how to work with pupils with disabilities, including learning about specific disabilities and effective teaching methods. Collaboration between parents, therapists, and educators is also crucial in ensuring that a pupil’s needs are fully met.
National Nurturing Schools Programme
Newick are proud to be part of the National Nurturing Schools Programme, a whole-school approach that places wellbeing, positive relationships and inclusion at the heart of school life. The programme helps schools create an environment where every child feels safe, valued and ready to learn [nurtureuk.org].
By embedding nurturing principles throughout the school, we aim to support children's social, emotional and mental wellbeing, strengthen relationships, improve engagement and attendance, and help all pupils achieve their full potential.
The Six Principles of Nurture
- Children's learning is understood developmentally.
- The classroom offers a safe base.
- Nurture is important for the development of wellbeing.
- Language is a vital means of communication.
- All behaviour is communication.
- Transitions are important in children's lives.
As part of our nurturing journey, we are committed to ensuring that every member of our school community feels supported, respected and able to flourish.
SEND Policies:
SEN Policy and Evaluation 2023-2024 including evaluation
Useful websites for Parents and Carers