Tankersley St Peter’s Special Educational Needs and Disabilities (SEND)School Offer.
Welcome to our Special Educational Needs and Disability (SEND) information page. We hope you enjoy reading about how we support children with SEND to reach their full potential.
Our Inclusion Manager (SENCO) is Alison Holmes</p
Our Governor with responsibility for SEND is Kathleen Wasden
This is an inclusive school. The Headteacher, Inclusion Manager, Leadership Team, Staff and Governors will ensure that the individual needs of all pupils especially those with special educational needs, disability and from different racial backgrounds are met. All pupils will have the right to equal access, equal opportunity and equal benefit from participation in every area and aspect of school life. It will be the duty of all who work here to actively promote positive attitudes and awareness of all issues to do with race, special educational needs and disability. We will celebrate the way in which all pupils contribute to this school as a rich and diverse community.
The school works with due regard to the SEND Code of Practice 0-25 (2015) and the Equality Act (2010)
|What is a special educational need?
What is a special educational need?
A child or young person has SEND 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:
A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.
(Clause 20 Children and Families Act 2015) (SEND Code of Practice 2015, 1.8)
|What is a disability?
What is a disability?
The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long term adverse effect on their ability to carry out day-to-day activities.
A physical or mental impairment includes: learning difficulties including specific learning difficulties; medical conditions including epilepsy, diabetes, more severe forms of asthma and eczema; autism; speech, language and communication impairments.
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
|Who should I talk to if I feel my child has a difficulty with learning, special needs or a disability?
Your first port of call should be your child’s class teacher. They are responsible for:
The SEND Governor is responsible for:
|What types of support are there available at Tankersley St Peter’s?
What types of support are there available at Tankersley St Peter’s?
‘Quality First Teaching’ is an entitlement for all children and we are constantly striving to ensure that this is of a ‘good’ or ‘outstanding’ quality at all times in school.
Lessons are carefully differentiated to take into account the different learning styles and abilities. Teaching and learning is carefully targeted to meet individual need. This is called personalised learning
If a child is still identified as needing additional support the SEND system will be carefully followed.
The steps are:
Then an Individual Education Plan (IEP) will be written in conjunction with staff, support staff, parents and pupils.
IEP’s are often written with the support of a document BSquared. This breaks the nationally set levels down into smaller steps to make even tiny amounts of progress identifiable and next steps easier to plan.
We are also able to offer:
|Who are the other people who provide support at Tankersley St Peter’s?
Who are the other people who provide support at Tankersley St Peter’s?
Support is provided by:
Local Authority Funding:
|How can I let the school know if I am concerned about my child’s progress?
How can I let the school know if I am concerned about my child’s progress?
If you have concerns about your child’s progress you should speak to:
|How will school let me know if they are concerned about my child’s progress?
How will school let me know if they are concerned about my child’s progress?
If your child is then identified as not making progress the school will set up am meeting to discuss this with you in more detail. This will initially be with the class teacher. At this meeting you can expect we will:
|How is support allocated to children and how do they move between different levels?
How is support allocated to children and how do they move between different levels?
This forms the basis for planning what resources/training and support is needed.
The Statutory Assessment Process to Education and Health Care Plan (EHCP)
Only a very small percentage of children require support of an additional nature beyond SEN Support. If this is the case, then the SENCo may discuss with you the possibility of asking the Local Authority LA to undertake a statutory assessment of your child’s needs. If this is considered appropriate, then the school will collect together all your child’s information and evidence of all the carefully evaluated additional strategies and interventions that have been out into place and with your permission send it off to the local authority for them to consider the information at a panel meeting and make a decision whether or not to carry out a statutory assessment of your child’s needs. Whilst this is taking place the school will continue to meet your child’s needs with the support that is already in place.
Once the Local Authority receives a request to consider whether to make a statutory assessment or not, a legal timescale begins. The process of statutory assessment for EHCP is carefully bound by the legislation and guidance with the SEND Code of Practice 0-25 (2015).
The Inclusion Manager/ SENCo will be able to explain the process and timescales to you or alternatively you can find this in the SEND Code of Practice 0-25 (2015). https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
If the decision is made to go ahead with a statutory assessment for EHCP then the Local Authority will signpost you to guidance and support that will assist you through the process for example the parent partnership service.
|What support can I expect as the parent of a child with SEND (Special Educational Needs and Disability)?
What support can I expect as the parent of a child with SEND (Special Educational Needs and Disability)?
As a parent of a SEND child you can expect the following support:
|How will my SEND (Special Educational Needs and Disability) child be helped with class or school transition?
How will my SEND (Special Educational Needs and Disability) child be helped with class or school transition?
Transitions between classes, school key stages and on to secondary school can be a difficult time for all children. However, this is often a more anxious time for children with SEND, and their parents’.
To help with this transition we will:
|How is the Tankersley St Peter’s school accessible to my SEND (Special Educational Needs and Disability) child?
How is the Tankersley St Peter’s school accessible to my SEND (Special Educational Needs and Disability) child?
|How is progress of my child monitored in school?
How is progress of my child monitored in school?
|What services are available to me and my child under the Barnsley Local Offer?|