SEND Information

Golborne St Thomas’ School is committed to improving life chances, as well as meeting the needs of children with Special Educational Needs and Disabilities (SEND). The purpose of this policy is to provide information about the procedures, provision and support on offer for pupils with SEND and their families.

Please click on the link below to see our local offer and answer the questions that you may have.

SEN Policy and Information Report

Please do not hesitate to contact our Inclusion Leader Mrs Bannon if you need help or advice.

The term 'special educational needs' has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. It covers a wide range of needs - literacy, numeracy and other cognition, behavioural, social and emotional, communication and interaction and physical/sensory skills, including visual and hearing impairments.

Many children will have special needs of some kind at some time during their education.

The SEN Code of Practice states that children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age; or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
  • are under compulsory school age and fall within the definition at (1) or (2) above or would so do if special educational provision was not made for them

Some of the children who join us have already been in early education and their needs may have already been assessed but in order to build upon their prior learning we ensure that all children are assessed on entry to our school. This information is used to provide starting points for the development of an appropriate curriculum for all of our children.

School Action

If, through our assessments, we conclude that a child is not making adequate progress and feel that the child may have learning difficulties they will be provided with a level of support called 'School Action'. At this stage the child's class teacher will offer interventions and will keep parents or carers informed and may request additional information from them. The Leader of Inclusive Education (who acts as SENCO) may become involved if the teacher and parents/carers feel that the child requires further support. The strategies used to enable a child to progress will be recorded in a Pupil profile, showing the short term target, planned outcomes and review dates.

School Action Plus

Sometimes the Pupil profile review indicates that an enhanced level of support is needed, called 'School Action Plus' where external support services advise teachers on new specialist strategies and learning materials - parents/carers are consulted prior to any action taken and the extra support is usually implemented within the child's normal classroom setting.

Statutory Assessment/ ECH

Following the implementation of a range of strategies over a reasonable period of time, if a child continues to demonstrate significant cause for concern, a request for statutory assessment of special educational needs will be made to the Local Education Authority and a range of written evidence about the child will support the request.If successful, your child may receive additional support in school.

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