Special Educational Needs

The Special Educational Needs Assistant is responsible for managing the Special Educational Provision across the school. The school operates a vast range of support and intervention for pupils in each year group.

The 4 areas of need

What are the four areas of need?

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical needs
The four areas of need, cognition and learning, behavioural, emotional and social, communication and interaction, and sensory and/or physical,
Communication and interaction
Two stickmen interacting with one another.

Communication and interaction

Where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Children and young people with an Autistic Spectrum Disorder, including Asperger’s Syndrome, are likely to have particular difficulties with social interaction.

Cognition and learning

Cognition and learning

Where children and young people learn at a slower pace than others their age, they may:

  • have difficulty in understanding parts of the curriculum
  • have difficulties with organisation and memory skills
  • have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy

The term ‘learning difficulties’ covers a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple difficulties (PMLD). Specific learning difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia come under this term.

A person-like figure showing the different parts of the brain as colourful cogs.
Social, emotional and mental health difficulties
Three yellow spheres with different facial expressions on, sad, happy and angry.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which present themselves in many ways. They may:

  •  have difficulty in managing their relationships with other people
  •  be withdrawn
  •  behave in ways that may hinder their and other children’s learning or that have an impact on their health and wellbeing

This broad area includes attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or attachment disorder. It also includes behaviours that may reflect underlying mental health difficulties such as anxiety, depression, self-harming and eating disorders.

Sensory and/or physical needs

Sensory and/or physical needs

Where children and young people have visual and/or hearing impairments, or a physical need that means they must have additional on-going support and equipment.

Four coloured circles detailing different physical needs, visual impairment, hard of hearing, sensory problems and movement related problems.

Mrs Drogomirecki is the SENCo for the school.  Their SENCo days are Monday and Tuesday, but please feel free to contact them via the button below or leave a message with the office any day of the week and they will get back to you as soon as possible.

How children are supported in school

Pupil Progress Meetings

The class teacher and Senior Leadership team meet every module (term) to discuss pupils progress. During these meetings the Class Teacher will discuss any pupils who they feel may need extra support that what is given within the class setting.

The class teacher will then monitor the pupil with the support of the SENCO.

The graduated approach

This is how the class teacher and SENCO decide the support that will be put in place for your child in school, this particular model is used across all Medway Schools.

The starting point

High-quality inclusive teaching and whole school systems for assessing, planning, implementing and reviewing progress.

The next step

The child or young person is not making expected progress

Assess

Using the information from above, together with the views of the child/young person, parents/carers, any external services, assess using the relevant tools and techniques.

Plan

Teacher, SENCo, child/young person and parents/carers agree interventions, support and expected outcomes.  This is recorded on the school system and the relevant staff informed.

Do

Implement the plan.  Class/subject teacher remains responsible for working with the child/young person on a daily basis and assessing the impact of the plan.

Review

Taking account of the views of the child/young person and parent/carer, the overall impact of support is reviewed. Revisions are then made of the plan in light of the outcomes and where appropriate, repeat the cycle considering alternative interventions.

Final step

Progress means SEN support is no longer required.

I.S.R. Meetings

If a pupil is still not making required progress despite the interventions that have been put in place, they might be discussed during an In School Review meeting. The Class teacher will make you aware of whether your child is to be discussed and the reasons why this might be. You will be asked to complete a consent form where there will be a section for you to write any concerns or feedback that you wish.

These meetings take place 3 times a year, they are between the Class teacher, the SENCO and other professionals may be in attendance ( Medway Educational psychologist, a member of the Bradfields outreach team etc), in this meeting lots of different strategies will be discussed and next steps. Parents / Carers will be informed of the outcomes of these meetings.

M.I.T. Meetings

These meetings are similar to ISR meetings.  Pupils are discussed with the Leigh Academies Educational Psychologists and other SENCO professionals within the LAT Medway Cluster.  This can be a really helpful meeting as the network puts us in touch with lots of professionals that we are able to call on for support. From these meetings it is decided if the LAT Educational Psychologists support is needed and they may decide to come into school and meet with Parents / Carers and the child, during this time the professionals may also complete a few assessments and observations of the child.

Once again you will be sent a  consent and information form to complete and return to Mrs Drogomirecki.

School based support plans

A tabular school plan containing different fields about a specific student

If your child needs extra support you will invited into school to create a school based plan. This is a working document that we will revisit during the year and adapt. This does not mean that your child is on the SEN register.

The SEND register

If your child receives support from outside agencies or more than other children in their class it might be that their name is placed on the SEND register. This means that the school can track the support that they receive and carefully monitor their progress.  You will be invited into school to discuss your child’s support plan regularly during the year and have an input on the next steps. You and your child will be part of this discussion at every step of the way.  It is important to us that we all work together as a team to ensure that your child makes the best possible progress for them.

It might be, that your child is placed on our monitoring register, this again is so that we can ensure your child gets the best support that they can. Your child will again have a school based plan but the meetings between the school and yourselves will be normal parents evening sessions rather than extra meetings. Once again this process is centred around the child, so it is important that they are involved in all of these conversations about their education and that you are there to support and advocate for them if needed.

Therapies and interventions

Here are a few examples of therapies that your child could have access to in Peninsular East Primary Academy, if it is felt that they would be beneficial for them.  

  • Educational psychologists
  • Hescka Play therapy
  • Drawing and talking therapy
  • Dog therapy
  • Lego therapy
  • Sensory Circuits

Key websites for support and information

To contact the SENCo, please email lisa.drogomirecki@pepa.org.uk for any information regarding SEND.

SEND Information Report 2021-2022 Inclusion policy 2021-2022

If you require an accessible version of this document please email: accessibility@latrust.org.uk