The SEND Policy and Information Report details how Marden Primary Academy supports children with Special Educational Needs and/or a Disability. It is written in line with the requirements of various Codes of Practice and Regulations and should be read in line with our other policies. The policy is reviewed as part of our regular annual cycle.
Definition of SEN
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 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 – SEN Code of Practice (2014, p4).
Definition of Disability
Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is’… a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ – SEN Code of Practice (2014, p5).
The Inclusion Lead at Marden Primary Academy is Mrs Bryant, who is a qualified teacher and accredited SENCo, having completed the National Award for SEN Co-ordination. Mrs Bryant is available on 01622 831393 via the school office, Monday to Thursday.
How we support children with SEN or a disability
At Marden Primary Academy we strive to remove every barrier possible to provide access to the curriculum for every child within the academy with or without an Education, Health and Care Plan.
We monitor the progress of all pupils throughout the year to review their academic progress, using a wide range of assessments. Where progress is not sufficient, even if a special educational need has not been identified, we will put in place extra support to enable the pupil to catch up. We do this through careful planning and by using class provision maps alongside Personalised Learning Plans. Within Marden Primary Academy every teacher is a teacher of SEND and removes the barriers to learning through Quality First Teaching.
Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. For these pupils, and in consultation with parents, we will use a range of assessment tools to determine the cause of the learning difficulty.
We have access to external advisors such as occupational therapists, speech therapists and specialist teachers through the Local Inclusion Forum. As part of the Leigh Academy Trust, we have access to the EP service and children can be raised through termly meetings. Parental consent is always sought before a child is discussed at the forum.
The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put on a provision map or if it is felt necessary onto a Personalised Learning Plan and reviewed regularly. At this point, we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available.
How we involve parents and pupils
Parents of pupils at Marden Primary Academy are invited to discuss the progress of their children three times a year and receive a written report once a year. In addition, we are happy to arrange meetings outside these times. Please do not hesitate to contact the school office should you wish to arrange a meeting.
If improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs more effectively. From this point the pupil may be identified as having special educational needs. If this is the case then the parents/ carer will be invited in to discuss any next steps and taken through any personalised plans created. Parents will be actively supported to contribute to assessment, planning and review. Where a child is following a personalised learning plan the parents will be welcomed in to discuss the targets and review the plan at least three times a year.
In addition to this, parents of pupils with a Statement of Special Educational Needs or Education, Health and Care Plan will be invited to contribute to and attend an annual review which, wherever possible, will also include other agencies involved with the pupil.
When a pupil has been identified as having special educational needs, the pupil will be consulted about and involved in the arrangements made for them. Parents are likely to play a more significant role in the childhood years, with the young person taking more responsibility and acting with greater independence in later years.