Glossary of SEND terms

Additional information

Mainstream:

This is a school that provides education for all children, whether or not they have special educational needs or disabilities.

 

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. A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

 

SENDCo:

A SENDCo (Special Educational Needs and disability Co-ordinator) is a qualified teacher in a school or maintained nursery school who has responsibility for co-ordinating SEN provision.

 

Graduated Approach:

Graduated approach is a model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child or young person may be experiencing. The SEND Code of Practice says that schools should follow a graduated approach when providing SEN Support. This is based on a cycle of: Assess – Plan – Do – Review You can find out more about the graduated approach in the SEND code of Practice paragraphs 6.44 to 6.56.

 

Quality First Teaching:

Quality First Teaching is a recommended approach to teaching and learning regardless of a child’s needs.

Every school is required to identify and address the needs of the SEN pupils that they support. Newsham Primary School uses our best endeavours to make sure that a child with SEN gets the support they need – this means doing everything we can to meet children and young people’s SEN  ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN.

Examples of QFT key characteristics are:

• highly focused lesson design with sharp objectives

• high demands of pupil involvement and engagement with their learning

• high levels of interaction for all pupils

• appropriate use of teacher questioning, modelling and explaining

• an emphasis on learning through dialogue, with regular opportunities for

pupils to talk both individually and in groups

• an expectation that pupils will accept responsibility for their own learning

and work independently

• regular use of encouragement and authentic praise to engage and motivate

pupils.

 

Small Group Interventions:

If it is felt that a pupil requires additional support in order to meet expectations for their age, established via quality teaching and assessment, then specific targeted (short and medium term) interventions will be planned, taught, assessed and reviewed.

 

Pupil Profile (SEN Support):

SEN support includes any help for children and young people with SEN that is additional to or different from the support generally made for other children of the same age. The purpose of SEN support is to help children achieve the outcomes or learning objectives that have been set for them by the school. Schools should involve parents in this process. SEN support replaces Early Years Action/Action Plus and School Action/Action Plus. All parents of children who are in receipt of SEN Support at Newsham Primary School must read and sign our SEN Support form which provides further information. At Newsham Primary School each child who receives SEN Support has a Pupil Profile, which sets out individual targets (outcomes) that are measurable and time referenced in order to help each pupil reach their potential. Targets are shared and discussed with parents regularly and each pupil’s progress is monitored, assessed and reviewed regularly.

 

Outside Support Agencies:

If the school needs to seek further help advice in order to meet the needs of SEND pupils after continued SEN Support- through a Pupil Profile has taken place, outside education or health care agencies with additional expertise will be contacted (e.g. Northumberland’s SEN Support Services or Children’s and Young Person Service).

In some instances school needs to seek advice, assessment and support from other agencies at any level of our graduated response in order to meet the pupils’ individual needs (for example Speech and Language Therapists, School Health, The Visual Impairment Service, The Auditory Impairment Service and Portage).

 

Top Up Funding:

If the provision required for a pupil with SEND exceeds the maximum funding allocated by the government for special educational provision then ‘Top Up Funding’ can be applied for via the Local Authority. The Local Authority will assess the needs of the pupil concerned and may provide additional funding to schools from the LA’s high needs block if deemed appropriate.

 

EHCP:

An EHCP (Education Health Care Plan) describes the special educational needs that a child or young person has and the help that they will be given to meet them. It also includes the health and care provision that is needed. It is a legal document written by the local authority and is used for children and young people who have high support needs. The need for an EHCP will have been identified through the continual evaluation and review required as part of the school’s graduated response.

 

EHC Needs Assessment:

Local authorities must carry out an Educational Health Care needs assessment if a child or young person may need an EHC plan. The assessment is a detailed look at the special educational needs that the child or young person has and what help he or she may need in order to learn. It is sometimes called a statutory assessment.

 

Systematic Phonics (Letters and Sounds):

Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

 

Salford Reading:

The Salford Sentence Reading Test is a simple and quick individual test of oral reading based on sentences of carefully graded difficulty. It gives reading ages up to 11:3, with standardised scores for less able readers extending to age 13 for reading accuracy (age 14 for comprehension).

The Salford’s three parallel forms enable closer progress monitoring, with additional sentences to sharpen the assessment focus at both ends of the age/ability spectrum. Comprehension questions allow you to assess understanding as well as reading accuracy, while the Record Sheet facilitates scoring, diagnostic analysis and monitoring progress.

 

Staff trained in medical procedures:

There are dedicated, trained staff for general and paediatric first aid as well as diabetes, epilepsy, defibrillator use and other intimate care needs on site.

 

Regular opportunities for parents to join us in school:

Parents and carers are invited into school on numerous occasions such as for formal and informal parents evenings, parent information meetings within and after the school day, curriculum days where parents can join their child in school to take part in the learning, school performances and parent workshops. Additional parents can make appointments to talk to teaching staff or the Senior Leadership Team at any point via the school office.

 

Afterschool activities for children and/or parents:

Lots of additional opportunities are provided for all pupils throughout the school year and age ranges, such as afterschool club, sporting clubs, booster sessions and other academic or extracurricular activities. These are continually being updated and reviewed. See the school website and Newsletters for additional information about these activities.

 

EVAC chair:

Evac+Chair is a universal evacuation solution for smooth stairway descent during an emergency situation without the need of great physical strength or lifting.

Auditory and visual enhancements:

Room signs in Braille on doors.

Contrasting paint colours on floors walls and doors.

Textured paving and dropped curbs outdoors.

 

Loop facility for hearing impairment.

A hearing loop (sometimes called an audio induction loop) is a special type of sound system for use by people with hearing aids. The hearing loop provides a magnetic, wireless signal that is picked up by the hearing aid when it is set to ‘T’ (Telecoil) setting.

 

Braille:

A form of written language for blind people, in which characters are represented by patterns of raised dots that are felt with the fingertips.

 

Auditory and visual enhancements

Contrasting paint colours around doors, braille signage on internal doors,  additional visual markers available to distinguish different areas of the school where required and T loop to support hearing.

Speech and language therapy

Speech and language therapy provides treatment, support and care for children and adults who have difficulties with communication, or with eating, drinking and swallowing

 

Emotional and behavioural support and counselling

Small group and 1:1 opportunities with trained staff to provide care in school and / or implement advice from other services.