Identifying and Assessing Needs
How we identify children a Special Educational Need
At different times in their school life, a child or young person may have a special educational need (SEN). The Code of Practice states:
“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 them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- Have a significantly greater difficulty in learning than the majority of others 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 others of the same age in mainstream schools or mainstream post-16 institutions.”
If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, with the intention of overcoming the barrier to their learning.
SEN Identification Map
Children can fall behind in school for all sorts of reasons. They may have been absent from school, they may have been to lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about things that distract them from learning. At Spooner Row Primary School we are committed to ensuring that all children have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable children have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Please click here for a link to our SEN identification map
Our school SEN profile for 2020-21 shows that 13.1% of children at Spooner Row are identified as having special educational needs.
1.9 % of children at Spooner Row have an Education health and care plan in place.
57% of our children with SEN have cognition and learning as their main area of need.
36% of our children with SEN have communication and interaction as their main area of need.
7% of our children with SEN have physical (medical) as their main area of need.
Additionally 7% of our children with SEN are identified as having Global Learning Delay.
How we assess children with SEN
Class Teachers, support staff, parents/carers and the child themselves may notice a difficulty with learning. At Spooner Row Primary School, we ensure that assessment of educational needs directly involves the child and their parents/carer. The Special Educational Needs Coordinator (SENCO) will support class teachers with the identification of barriers to learning. If you are ever worried that your child may have a SEN or need some reassurance, please speak to their class teacher or contact our SENCO, Miss Best. We will be happy to discuss your concerns with you.
As a school we commission support from:
- Educational Psychologist
- Specialist Resource Bases
- Sensory Integration Support
- School to School Support for complex needs
- Locksley School for behaviour
- Access Through Technology (ATT)
- Speech and Language Therapy
- Dyslexia Outreach