SEND INFORMATION REPORT - 2018/19
SEND (Special Educational Needs & Disability) support takes one of two forms in schools.
The first, for moderate needs linked to communication & interaction, cognition & learning, social, emotional & mental health or physical and sensory impairment is known as SEND Support. Support for these needs will typically involve appropriate modifications to classroom support and practice - for example, a child with dyslexia may be encouraged to use a digital spellchecker or a child with specific physical needs may be provided with more appropriate equipment or modified tasks in PE - or the provision of focused 1-1 or small group support over a pre-determined period in a specific area of the curriculum.
Reading intervention and Maths recovery would typically be employed to overcome delayed progress in these areas, alongside digital resources such as Nessy. Staff are also trained to deliver social and emotional support programmes, such as Happy to be Me, to help children to overcome issues relating to self esteem.
If cognitive or physical needs are deemed to be more severe, then an EHCP (Educational Health Care Plan) may be more appropriate. Children who are supported via an EHCP may receive funding specifically to support their needs in the classroom, or at home - for example through the provision of 1-1 support or specific equipment to enable them to attend a mainstream school.
Our policy on identifying, assessing and supporting such needs can be found in the SEN folder on the policies page.
Further information on SEND provision can be found on the Department for Education website: DfE SEND Guide for Parents
At Fir Ends, we work closely with pupils, parents, Local Authority educational psychologists and external agencies to identify and provide support for special educational needs.
You can find our contribution to Cumbria's Local SEND offer by following this link.
The information report below, summarises the implementation of our wider SEND policy, setting out what you can expect from us in terms of support for children who are identified as having SEND: