Special Educational Needs and Disability (SEND) at Pendeen School 

Information for parents, carers and pupils

Headteacher: Chris Wilson
head@pendeen.tpacademytrust.org
01736 788583

Special Educational Needs and Disabilities Coordinator (SENDCO): Chris Wilson
head@pendeen.tpacademytrust.org

01736 788583
SEND Governor: Dr Lucy Ellis
LEllis@pendeen.tpacademytrust.org

What is SEND?
Some children find learning more challenging than others and may need extra support to reach their full potential. For example, they might have difficulty with:
•	Expressing themselves
•	Interacting with others
•	Reading, writing and maths
•	Following lessons
•	Controlling their emotions
•	Sensory or physical mobility

These difficulties can be barriers to learning. Schools assess children to identify their strengths and needs and how they can be best supported. Areas of needs are categorised under one of the following headings:
•	Communication and Interaction
•	Cognition and Learning
•	Social, Emotional and Mental Health
•	Sensory and/or Physical
Children who need extra help with their learning may receive additional support under one of the following categories:
•	SEN support
•	An Education, Health and Care (EHC) Plan

What is SEN Support?
SEN support describes the additional support that assists children to access the curriculum. This might include:
•	Extra help in the classroom
•	Small group or on-to-one learning
•	Support from specialist such as speech and language therapists
Schools must work with parents/carers when agreeing what support to provide and what it will achieve. In agreement with parents/carers, your child will be put on the school’s SEN register.
We will work with parents/carers to create an Assess, Plan, Do, Review document to set targets for any child on the SEN register. These are reviewed between the class teacher and parents/carers, and if appropriate, your child on a termly basis. For more information on the assess, plan, do, review process please visit https://www.cornwall.gov.uk/schools-and-education/special-educational-needs/education-health-and-care-needs-assessments/assess-plan-do-review-cycle/

What is an EHC Plan?
An EHC plan is for children and young people aged up to 25 who need more support than is available through SEN support.
EHC plans identify educational, health and social needs and set out the additional support to meet those needs. For more information on EHC plans in Cornwall, please visit https://www.cornwall.gov.uk/education-and-learning/schools-and-colleges/special-educational- needs-file/education-health-and-care-needs-assessments-and-planning/requests-for-an-education- health-and-care-plan-needs-assessment/

Contact the school for more information via details above
If you have any questions about the support your child is receiving, or about SEN more generally,
please speak to your child’s class teacher or our SENCO, Chris Wilson. If you wish to speak with Chris Wilson, please make an appointment at the school office for a face-to-face meeting, or email him via details above

See our website      www.pendeenschool.co.uk

Pendeen School’s SEN policy and information report set out more detailed information about the support available for children with SEN and disabilities. You can access this information on our website.
External Links
•	SEND Code of Practice: 0-25 Years. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 398815/SEND_Code_of_Practice_January_2015.pdf
•	SEND: a guide for parents and carers: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 417435/Special_educational_needs_and_disabilites_guide_for_parents_and_carers.pdf
•	Cornwall SENDIASS provides an information, advice and support service for families who have children with SEND. For more information please visit https://www.cornwallsendiass.org.uk/
•	Cornwall Council SEN File is a source of information for parents/ carers and young people. https://www.cornwall.gov.uk/education-and-learning/schools-and-colleges/special- educational-needs-file/

Early Identification of Need can come about through a variety of ways: provide school’s description e.g…
•	For children starting reception class, strong links with Early Years providers are established between the SENDCO and EYFS teacher to ensure all relevant information is passed on.
•	Attainment data; at the collection points at the end of each term and at Pupil Performance meetings if a pupil is not making expected progress
•	Holistic pupil progress; supported by good engagement with Parents and families.
•	Concerns raised by Parents or carers, or other external agencies who are involved with a pupil and/or their family.
•	Staff training; following professional development staff are more aware of indicators of additional need.
•	Learning walks and lesson observations, including scrutiny of pupil’s work, by SMT, subject leaders or the SENDCO.

The flowchart on the following page provides detail of the criteria of a pupil being placed on the SEND Record of Need at Pendeen School.

SEND Identification Flow Chart

2. SENDCo / SMT check QFT is in place and classroom based strategies and differentiated curriculum implemented (Wave 1)

3. SMT, Subject Lead, SENDCo ensure effective QFT in place. SENDCO to consult MAT SEND lead if necessary.

1. Early Identification of Need     Teacher, Parent, child, TA, SLT or SENCO identify that a child requires additional or different provision to that of Quality First Teaching (QFT).

4. Review progress after 6-8 weeks.                
Is there still a barrier to learning?

4a. Continue with QFT in class and monitor closely. Continue with additional provision if necessary and QFT in class and monitor closely.

4b. Discussion between teacher and SENDCO regarding additional provision that may be necessary, including external interventions.  (WAVE 2)                   

No

Yes

7b. SENDCO adds pupil to SEN Record of Need as SEN Support. Parents informed. Assessment of pupils needs, plan support and interventions to be put in place, do and review effectiveness and impact on progress. SEN Support Plan completed and reviewed termly by teacher in co-production with SENDCO and parents.                 (Wave 3)

5. Teacher to share concerns with SENDCO and teacher and SENDCO decide Wave 2 action required (observation, additional resources, participation in intervention groups). Class Teacher or SENDCo to inform Parents

No

No

6. Review progress at agreed date not more than half term from implementation of Wave 2 provision.                                                                Is there still a barrier to learning?

Yes

11. If an EHCP is agreed additional provision may need to be put into place. Annual reviews will be managed by the SENDCO. If it isn’t, school should continue support as required; regularly monitoring and reviewing provision and considering re-application.

10. Discussion with SENDCO, Parents and Outside Agencies around the appropriateness of an EHCP request. SENDCO to complete application in consultation with parents, pupil, teacher, TA and SEND casework officer

10. Continue with provision as necessary. Remove from SEN register when additional or different provision is no longer needed but continue to monitor within class. Teacher to inform Parents. If the child begins to show additional or the same difficulties the process needs to be repeated from 2.

9. Review progress after 6-8 weeks.                
Is there still a barrier to learning?

8. SENDCO to make appropriate referrals to outside agencies

Yes

7a. Continue with QFT in class and monitor closely. Continue with additional provision if necessary and QFT in class and monitor closely.