Policy
The SEND policy is reviewed annually by the school’s SENDCo and is shared with the school’s governors. Below is the most recent SEND policy:
Special Educational Needs Policy
Procedures
At Newdale Primary School, we identify and support children with SEND through a clear graduated response, following the Assess–Plan–Do–Review cycle set out in the SEND Code of Practice.
The progress of all pupils is closely monitored through termly pupil progress meetings, enabling us to act swiftly when additional support may be needed. These are attended by the class teacher, SENDCO and the deputy headteacher. We offer a range of support waves designed to benefit every learner, not only those with SEND, ensuring all children are given the opportunity to reach their full potential and to quickly identify those requiring additional support. All children in school are part of a ‘Class Raising Attainment Plan’ which is a working document that includes individual targets and interventions/additional support in place for the Autumn, Spring and Summer terms. Targets are set termly and these are reviewed by the class teacher every 6 weeks so that the provision is place is best suited to the needs of the child. Once new targets have been set, these are also shared with the child’s parents so that any amendments can be made and both home and school can work together more closely. This process is followed in Nursery as well once an area of need has been identified.
Using our graduated response, children who continue to cause concern despite this level of support are monitored more frequently and, where necessary, referred to relevant external agencies.
Each time this process has been completed, it may be decided that we need to plan for further provision for that child to be put in place, or that no further support is required at this time. Some children’s needs are such that their support will need to be ongoing throughout their time at school. If it is apparent that a child consistently requires a high level of support and resources to enable them to access the curriculum, the school may feel it is necessary for the child to be referred to relevant external agencies or to apply for an Education, Health and Care Plan (EHCP).
At the end of each academic year, class teachers share all relevant information—including the class raising attainment plans—with the next teacher during planned transition meetings, ensuring continuity and a smooth start for every child.
Further information on our graduated response can be found here.
Newdale Graduated Response
The Governing Body
The Governing Body is kept up to date and knowledgeable about the deployment of funding, equipment, data about progression and attainment of our SNED children and personal resources through reports and presentations from the head teacher, SENCo and Link Governor at Committee and Full Governor Body meeting. The Governing Body are also invited to observe the intervention programmes in place for children with SEND.
The Link Governor for SEND, Cath Aston, meets on a termly basis with the SENDCo to ensure appropriate provision is made for pupils with SEND and to support with reviewing and monitoring the school SEND policy.