Special Educational Needs and Disability Code of Practice: 0 to 25 years
At Messingham Primary School, we are committed to offering all children a high-quality education. We firmly believe that both our children and their caregivers should play an important role in any decisions made about extra support provided and external guidance sought. To that aim, we are constantly reviewing our SEND procedures within the school so that every single child gets access to every single opportunity regardless, but in consideration of, their additional needs.
To ensure we are fully-inclusive, we offer quality first teaching to all children in the classroom and our curriculum is adapted to meet the individual needs of each child.. Where more support is needed, we offer a wide range of intervention programmes throughout the school, and all of our support staff are thoroughly trained to deliver this.
Our SENCO is Mrs Candice Tutty who co-ordinates provision for SEND children throughout the school and liaises with outside agencies on a regular basis to make sure that their needs are met. She works closely with class teachers to ensure the needs of your child are met fully and inclusively.
Our Pastoral Lead is Mrs Diane Cookson who ensures that nurture provision and social, emotional and mental health support meets the needs of our children and their families.
Our dedicated staff develop positive relationships with pupils and their families through our open door policy and welcoming and supportive atmosphere.
Identification of Needs
- Concerns made by you or the Class Teacher are discussed with the SENCO (Special Educational Needs Co-Ordinator), Mrs Candice Tutty, and guidance given. In most cases quality first teaching will be adapted to support your child. In some cases, SMART targets (Specific, Measurable, Attainable, Relevant, Time-based) will be set and Wave 2* support may be provided. Assessment of your child’s progress or needs may be made at this stage but you will be kept fully informed every step of the way. *Wave 2 interventions include small-group work and adapted learning which are time-limited.
- If parents have concerns about their child, they should, in the first instance, contact the class teacher who will liaise with the SENCO or any other appropriate member of staff.
- Where more significant support is required, Wave 3* interventions will be introduced with more targeted approaches and some 1:1 support. Your child may be placed on the SEN Register at this stage so that we can monitor their progress together with termly review meetings.*More specific resources and additional time spent supporting your child with highly-trained support staff. External agencies may also provide support packages. Range of interventions may include: Beat Dyslexia, Precision Teaching, Speech and Language Therapy, Occupational Therapy, Talking and Drawing.
- Pupil progress meetings are held half termly with the Senior Management Team and class teachers where specific pupils can be discussed.
Reviewing Support in Place
- Teachers will carefully check on every child’s progress and will have decided on any gaps in their understanding/learning and will implement extra support to help them make the best possible progress.
- Lessons will be differentiated and scaffolded according to the specific needs of all groups of children.
- Specific resources and strategies will be used to support children individually and in small groups.
- The school will follow the ‘Assess, Plan, Do, Review’ model to identify and support children who need additional support. This will be reviewed termly and will involve parental and child contributions.
Education and Health Care Plan
- From September 2014, the Education, Health and Care Plan (EHCP) replaced Statements of Special Educational Needs and Learning Difficulty Assessments.
- EHCPs may be allocated to children and young people who have a special educational need or disability that cannot be met by support that is usually available in a school. This is a process that is managed between the school and the local authority.
- Having an EHCP means the different agencies that provide a child’s education, health and social care support will need to work more closely together to help a child achieve their goals and make sure they are supported in the best way possible.
How to complain or appeal if you have an issue with the way the school is supporting your child’s special needs or their EHCP.
If you cannot resolve a problem informally, you can find our Complaints Procedure in the ‘Policies and Reports” section on our website or you can ask the school office for a paper copy.
SEND Information Report (January 2023)
SEND Policy (January 2023)
Other places to get support:
Supporting children’s mental health:
The UK’s leading charity for people on the autism spectrum:
Support for people with a specific learning difficulty called Dyslexia:
Useful Information and Terminology
Cognition and Learning:
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Sensory and Physical:
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. “
Communication and Interaction:
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Social, Emotional and Mental Health:
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.