The Code of Practice 2014, defines a special educational need as:

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 him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age, or

• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream

post-16 institutions

Pupils who may have Special Educational Needs and Disabilities can be identified in a number of ways. 

• The class teacher may have concerns about a child’s ability to learn and access thecurriculum compared to children of the same age. 
• The use of school’s data tracking identifies pupils who are not making expected

           progress or are not on track to achieve the expected standards by the end of the year. 

• Concerns may be voiced by parents, members of staff or external professionals.
• Pupils may start school with outside agencies already involved. Stenson Fields Primary Community School has excellent links with outside agencies including, but not limited to, Paediatricians, Educational Psychology, Behaviour Support, Physiotherapy, Occupational Therapy, Speech and language Therapy, Autism Outreach, Support Service for Special Educational Needs and Support Service for children with physical, visual and sensory impairments.  The SENCO makes referrals to these outside agencies as needed.

• Progress of children with SEND is carefully monitored by scrutiny of data tracking grids and intervention monitoring. Children achieving below age expectations or making less than expected progress are identified.  The class teacher, alongside support staff, plans an appropriate differentiated curriculum for children with special educational Needs to ensure high quality teaching and learning with effective support and resources. Clear individual support plans are put in place and reviewed each term or as necessary. Children may also participate in evidence based interventions.  The efficacy of this is evaluated to ensure maximum progress and impact for our children.