SEND
Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can impact their:
- behaviour, for example they don’t follow instructions or struggle to self- regulate
- ability to socialise, for example they struggle to make friends
- reading and writing, for example because they have dyslexia
- ability to understand things
- concentration levels, for example because they have ADHD
- physical ability
Who to Talk to
If you think your child may have special educational needs, please feel free to have an initial chat with the SENDCo. We will listen to your concerns, advise on the next steps and work with you to support your child at home and school.
Greasbrough Primary School SEND Information Report
Meet the Team
Mrs J Cook – Special Needs Co-ordinator
Mrs G Brady – Special Needs Co-ordinator
Additional Services
Stacey O’Daly – Specialist Inclusion Team
Gemma Watson-Butterworth – Educational Psychology Services
Rachel Higham – Visual Impairment Team
Andrea Wilson- Teacher of the Deaf
Physical Disabilities
In our Disability Equality Policy we have an Accessibility Plan which states that risk assessments are carried out for pupils with a physical disability within the classroom environment. We liaise with appropriate agencies regarding furniture and any specialist resources that may be needed. Again this is also in place for school visits and residentials.
Pupils with Medical Needs
If a pupil has a medical need then a Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. All staff receive Epipen training delivered by the local NHS trust. Where necessary, and in agreement with parents/carers, medicines are administered in school but only where a signed ‘Medicine consent form’ is in place to ensure the safety of both child and staff member. All staff have basic first aid at work training.
Sensory Barriers
In case of vision impairments we would consult with parents, carers and professionals and take advice from the vision impaired support service in Rotherham LA. Ensuring communication documents are accessible for all. This would also involve looking at seating arrangements in the classroom, enlarged text and appropriate level of lighting.
We have transformed one of our rooms in school into a sensory room called ‘The Bubble Room’ where all of our children can access a calming space and support children with sensory needs. Children really enjoy accessing this space and having an environment where they can learn and engage in nurture programs.
Hearing Impairment
We would again consult with parents, carers and professionals to seek advice, we would access the right resources for the classroom and around the school including assemblies. We would look at the acoustics in the school and then the Headteacher and Governors would assess budget/ funding implications for a loop system.
The Support and Guidance Offered to Parents and Carers
As a school we value the contribution parents and careers make to their child’s education and at our school, parents are overwhelmingly supportive of the school. We do a great deal to encourage parents from different backgrounds to become involved so that they can support their children’s learning effectively. We offer many opportunities for you to become involved in the life of the school through family learning afternoons, we offer support through regular meetings. Our Inclusion managers Mrs Cook and Mrs Brady and Behaviour for learning lead Mrs Jenkinson are available to offer advice and support and we will seek advice from professionals in order to ensure that support and guidance is available.
Classes have a daily timetable at the front of the class, or there is a discussion at the start of the day about the day ahead. In some instances, staff will talk to children about upcoming days or events to ensure children are aware and are alerted to any changes that may happen.
Common abbreviations you may come across –
There are many SEND terms that are abbreviated which can lead to confusion (even for us!). Below is a glossary of the most used SEND terms.
SEMH Social and Emotional Mental Health
ADD Attention Deficit Disorder
ADHD Attention Deficit & Hyperactivity Disorder
ASC Autistic Spectrum Condition
CAMHS Child & Adolescent Mental Health Service
COP Code of Practice
CP Child Protection
DCD Developmental Co-ordination Disorder
EAL English as an Additional Language
EP Educational Psychologist
FSM Free School Meals
HI Hearing Impairment
KS Key Stage
LAC Looked After Child
LEA Local Education Authority
LSS Learning Support Service
MLD Moderate Learning Difficulty
NC National Curriculum
OT Occupational Therapist
PP Pupil Premium
SaLT Speech & Language Therapy
SEN Special Educational Needs
SEND Special Educational Needs & Disability
SENCO Special Educational Needs Co-ordinator
SpLD Specific Learning Difficulty
VI Visual Impairment
All local councils must publish a local offer setting out what support is available in the area to all 0-25 children and young people with SEN and disability. Every local authority must identify education, health and social care services in their local area provided for children, young people and families who have SEN or disabilities and include them in an information directory.
The local SEND offer for Rotherham can be found at:
www.rotherhamsendlocaloffer.org.uk
Rotherham Parent and Carer Forum
Resources to support Reading –
Resources to Support Identifying Tics in Children