Pupils with Special Educational Needs and Disabilities (SEND)

A very warm welcome to this area of our website, where you will find information about our SEND policy and practice, in accordance with the SEND Code of Practice: 0 to 25 years (January 2015).

 

Ely St John’s is a nurturing and inclusive school community; where every child is recognised, valued and supported to enable them to thrive and reach their potential.  We believe that:

 

  • Every child has a right to learn and fully participate in the curriculum
  •        Every teacher is a teacher of SEND
  •        Every leader is a leader of SEND

Identifying & Supporting SEND

 ‘All schools should have a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person.’ SEND Code of Practice 6.14

We respond to the needs of every child. When we become aware that a child may require a different or additional approach to support their development and/or learning, we recognise the benefits of early identification. We work collaboratively with parents and carers to develop a shared understanding of strengths and needs and respond with effective provision, to improve short and long-term outcomes for that child.

A child will be identified as having SEND if they have a learning difficulty or disability, which requires special educational provision to be made, in one or more of the four areas of need. These areas are identified in the SEND Code of Practice, as follows:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health difficulties
  • Sensory and/or Physical
 Our Graduated Approach

 ‘Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach.’ SEND Code of Practice 6.44

 We have an embedded four-part Graduated Approach model of Assess-Plan-Do-Review (APDR), which is evidenced through our cohort or individual provision maps (CPM or IPM), to identify and support children with additional needs. The class teacher is responsible for this, with support and guidance from the SENDCo. Termly provision maps (CPM &/or IPM) will be reviewed three times a year, at the end of each term. Where a child has an IPM, the teacher will meet with the parent or carer, to share progress and agree next steps. All parents or carers are invited to contribute to this process.  

Children’s additional needs can be met in a variety of ways, depending on how the curriculum or environment needs adapting. In the first instance, this will be met through the school’s ‘ordinarily available provision’ (OAP), in response to a child’s individual needs. Please find a link to Cambridgeshire County Council’s SEND OAP Toolkit, where there is a guide on the types of adaptation and provision a school may be able to implement. (Please note, this is guidance for schools and does not equate to a statutory expectation.)

 https://www.cambslearntogether.co.uk/cambridgeshire-send/cambridgeshire-send-oap-toolkits

Accessing Support from External Services

 ‘Where a pupil continues to make less than expected progress, despite evidence-based support and interventions that are matched to the pupil’s area of need, the school should consider involving specialists, including those secured by the school itself or from outside agencies.’ SEND Code of Practice 6.58

The Graduated Approach provides evidence of the actions, support and provision in place for a child. If progress is not evident after the completion of two APDR cycles, external support can be sought. Each external service has their own threshold and referral criteria; if this is met and the service deemed appropriate to a child’s needs, the school can make a referral. External services include:

 SEND Services

  • Early Support (for Foundation Stage pupils only)
  • Speech & Language Therapy Services (SaLT)
  • Occupational and Physiotherapy Services (OT & PT)
  • Community Paediatrics
  • School Nurse Team
  • Mental Health Support Team (MHST)
  • Emotional Health & Wellbeing Team (EHWBT)
  • YOUnited – Emotional Wellbeing Service
  • Early Help – Family Worker Support

Education Health & Care Plans (EHCP)

 ‘SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes. Where, despite the school having taken relevant and purposeful action to identify, assess, and meet the SEN of the child or young person, the child or young person has not made expected progress, the school or parents should consider requesting and Education, Health, Care needs assessment. To inform its decision the local authority will expect to see evidence of the action taken by the school as part of SEN support.’ SEND Code of Practice 6.63

Where a child has significant, complex and long-term special educational needs and/or a disability, which cannot be fully met through the school’s ordinarily available provision, targeted support and the involvement of external services; an Education, Health and Care needs assessment (EHCNA) may be required. This is a statutory process, which, if agreed by the local authority, will result in an Education, Health and Care Plan (EHCP) for the child. The SENDCo will work closely with the child’s teacher and family during the whole process. 

When and How to Raise a Concern

If you are concerned about any aspect of your child’s development or educational needs or if you have any concerns about any aspect of their provision and/or progress, please raise your concerns in the following way:

  • Firstly, talk to your child’s class teacher. They should always be your first point of contact.
  • If you require further information or your concerns remain, you may also contact the wider SEND staff team. Details are as follows:

  • Mrs Anna McGuinness

    SENDCo

    amcguinness@elystjohns.cambs.sch.uk

    • Member of SLT (School Leadership Team)
    • Responsibility for whole school SEND strategic overview.
    • Cambridgeshire Therapeutic Thinking (CTT) Tutor

    Mrs McGuinness works part-time, from Monday – Thursday each week.

    Telephone contact is via the school office on: 01353 612780
    Email: amcguinness@elystjohns.cambs.sch.uk

  • Mrs Karen Johnson

    SEND Support TA

    kjohnson@elystjohns.cambs.sch.uk

    • Administrative SEND support for all aspects of SEND provision.
    • Supporting identified children with pastoral and learning needs.

    Mrs. Johnson works part-time Monday – Wednesday.

    Telephone contact is via the school office on: 01353 612780
    Email: kjohnson@elystjohns.cambs.sch.uk

  • Miss Kate Lloyd

    Assistant Head

    klloyd@elystjohns.cambs.sch.uk

    • Assistant Head
    • Designated Safeguarding Lead (DSL) Early Years & Y1 Leader
    • Specific responsibility as Bamboo Room Leader. (Bamboo Room is our small group adapted provision class)

    Miss Lloyd’s non-teaching hours are Wednesday and Thursday afternoons and all day Friday.

    Telephone contact is via the school office on: 01353 612780
    Email: klloyd@elystjohns.cambs.sch.uk