SEND

At St Michael’s we believe that every child is extraordinary and that education has the capacity and the possibility to change lives for the better. 

Here, teaching and learning is built upon a foundation that is inclusive, supportive, challenging and empowering.  We firmly believe that everyone can learn more, if they are taught appropriately, whatever they have previously achieved.  Education is a ladder, and we expect every learner to climb as fast and as high as they are able. At St Michael’s we believe there is no ‘ceiling’ or upper limit to learning and we aim to ensure that all children build learning capacity to make progress and exceed their potential whatever their individual need.

Click here to see all of our SEND policies, including our SEND information report

What is SEND?

Special Educational Needs and Disability Code of Practice (2014) defines SEND as:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her, that is different from or additional to that normally available to pupils of the same age.

SEND Categories – There are Four Broad Areas of Need

Cognition and Learning

e.g. Dyslexia, Dyspraxia, Global Delay etc

Communication and Interaction

e.g. Speech and language difficulties, Autism etc

Physical and/or Sensory

e.g. Visual or hearing impairment, sensory integration disorder, gross or fine motor skills, medical needs which impact on learning etc

Social, Emotional and Mental Health

e.g. Depression, anxiety, ADHD, attachment disorder etc

A Graduated Approach to SEND

The Graduated Approach is a model of action and intervention in schools to help young people who have additional needs. The approach recognises that there is a range of needs and that, where necessary increasing specialist expertise should be brought in to further consider some of the difficulties that students may be experiencing.   

At St. Michael’s, a Graduated Approach consists of three stages or levels which we call waves.

Wave 1 – All children including Non-SEND children

This includes all students whose individual learning needs can be met through high quality teaching and learning through differentiation (making work/ tasks different in order to cater for all individual learning styles).

Wave 2 – SEN Support

Wave 2 support describes any single intervention or support that a student may need to access for a specified period of time. It may include any of the following strategies being used:

• The teacher gaining further support from the SENCO.
• One intervention provided for a specified time period or group specific support.
• The child’s provision will be written on an Evaluative Provision Map which states specific targets and strategies.

Wave 3 – SEN Support

Wave 3 support describes any combination of interventions and personalised approach that a student may need to access for a period of time. It may include any of the following strategies being used:

• The SENCO and /or subject teacher may request outside agency or professional support from a specialist team to gain advice about an individual student. They may work directly with the student but also are likely to provide strategies and support for the class teachers.
• The student may have a personalised timetable.
• The student having various interventions to try to remove barriers to learning.
• A child may be placed on a My Support Plan which is a detailed document of provision, overseen by the SENCO and in liaison with the local authority.

Education, Health and Care Plan – EHCP

In a minority of cases, where a child requires support over and above Wave 1, 2 and 3 support, it may be necessary to apply to the Local Authority for an EHCP (Education Health Care Plan) An EHC plan (called a ‘My Plan’) is only drawn up by the local authority if a needs assessment has determined that an EHC plan is necessary, and after consultation with relevant partner agencies. This is a legal document which details the education, health and social care support that is to be provided to the student who has SEN or a disability. It is regularly reviewed, with clear outcomes which must be measurable and worked towards.

As a parent, how will I raise concerns if I need to?

Talk to us – firstly contact your child’s class teacher. Concerns can then be raised with the Special Educational Needs Co-ordinator (SENCO) - Miss Caroline Law (01980 670268)

Who can help you?

School

NHS

Local Authority

Parent Support

SWAPP: Support in

Useful Contact Numbers