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WELCOME TO THE SEND INFORMATION PAGE

 

If you can't find what you are looking for or have a suggestion for other information that you think would be useful on here, then please get in touch.

We aim to make on-going updates with relevant information.

Mrs Emily Budinger is the SENCo for the Hundon and Thurlow Primary Federation and can be contacted  via either school or directly at SENCo@thurlowschool.co.uk

Our aim is to ensure all children are supported in order that they may work confidently and independently towards reaching their full potential. Policy and practice reflects the philosophy and fundamental principles within the SEN Code

 Close regard is paid to the three key principles of inclusive education:

  • Setting suitable learning objectives

  • Responding to pupils’ diverse learning needs

  • Overcoming potential barriers to learning, closing gaps and assessment for individuals and groups of pupils.

     

  • Equal Opportunities

    The staff of both schools believe that all members of the school should be treated with respect; have individual, diverse needs recognised, and be given the opportunity to reach their full potential, regardless of gender, ethnicity, disability, religious beliefs/faith tradition, sexual orientation, age or any other of the protected characteristics (Single Equalities Act 2010).

     

  • To achieve our aims we will:

    • Ensure high quality teaching is available for all pupils, which is differentiated and personalised, with high expectations of progress and achievement.
    • Identify need as early as possible and provide effective support
    • Adopt a whole school approach to the identification, assessment and provision for children with special educational needs
    • Use the graduated response to SEN (Assess, Plan, Do, Review)
    • View our special needs provision as an ongoing, developing process
    • Make reasonable adjustments to the usual school practice to enable children with disabilities to access all aspects of school life, including for breaks, clubs and trips (E.g. Quiet area for break)
    • Provide appropriate in-class support which enables all children to have access to the whole curriculum, including the National Curriculum and Early Years Foundation Stage
    • Plan for support to have a clear set of challenging outcomes
    • Interventions will be evidence based.
    • Develop an effective partnership between school, parents and outside agencies
    • Encourage parents/carers to use their statutory right to participate in decision-making about provision to meet the special educational needs of their child and where possible to also involve the child in the process. (Person-centred Planning)
    • Ensure that assessment and record-keeping systems provide adequate means of recording progress and attainment and gives sufficient information for carefully planned intervention so children make significant progress. (as well as providing evidence for the effectiveness of the intervention)
    • Involve the Governing Body and all staff, both teaching and non-teaching, in the regular review, development and evaluation of policy and guidelines
    • Involve parents and children in the regular review, development and evaluation of policy and guidelines
    • Ensure all those involved with children with special educational needs work as a team to support the child’s learning

 

             DEFINITION OF SPECIAL EDUCATIONAL NEEDS

             The 2014 Code of Practice says that: .

    • A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others 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. (Taken from 2014 SEN Code of Practice: 0 to 25 Years – Introduction xiii and xiv

             It can also include progress in other areas- for instance social needs to make a successful transition to adult life.

       

          Please see our full policy HERE for further details.

          We have also provided an Information Report so you can see an overview of provision at the school.

 

You may also find the following information useful about dyslexia

CAMHS is a service that provides support for mental health issues. This gives some information about the service.

Mencap website has some guides to the SEN code.

Autism Connect is the Uk's first Social Network for people with autism and their families.

Scope Independent Support Service provides free advice and support for parents of children and young people with Special Educational Needs, through the statutory assessment and Education, Health and Care Plan (EHCP) processes.

Scope Independent Support Coordinator for Suffolk: Sue Willgoss Tel:0796325763; email: susan.willgoss@scope.org.uk

Most children will have  a 'meltdown' at some point. This document explains what a meltdown is and this one, how to manage a meltdown.

This may be of some help if you have a child that tends to worry a lot : Living with Mr Worry

The website - 'Special Needs Jungle' is a great source of information.

This LINK gives you information about the new Educational and Health Care plans

SENDIASS, formerly Suffolk Parent Partnership Service has lots of information concerning SEN.

Helpful tips for children with ADHD

Anglia Trust have launched a SEND Mediation and Disagreement Resolution Service. This is a free service. Their helpline is 01473 618675

This document has links to a range of other websites with information related to SEND but there is also information of more general interest.