SEND
SEND Curriculum Intent
All children with a SEND at Shireland Hall Primary Academy have access to a curriculum that is appropriate to their individual needs whilst maintaining elements of challenge. This may look different for each child depending on their main area of need (see below for more information). To ensure children are fully included within our school, all additional provision is delivered within the child's home class as much as possible. In some cases, children may attend a morning intervention group to support their needs/
All teaching and learning for children with SEND is:
Delivered through high quality teaching
Differentiated and personalised to meet individual needs
Based on observations and knowledge of where our children are in their learning and development
Based on decisions informed by parent and pupil voice
Regularly assessed and reviewed in order to continually meet changes of need
Informed by wider professional advice
Appropriately challenging to ensure children continue to make individualised progress
As well as the above, children with SEND will also have an individual target plan that outlines personalised targets for school and home to work on with their child. These targets are based on various needs and will be linked to professional reports and, if appropriate, their Education, Health and Care plan (EHCP).
Professionals involved with a child's development provide recommendations for school to follow and offer additional school support, where needed, in order for staff to be able to effectively implement their advice.
Areas of Need
The SEND Code of Practice identifies four main areas covered by the definition of special educational needs and disability. To access the SEND Code of Practice, click on the link below:
The below headings outline information around each area of need as outlined within the SEND Code of Practice.
Communication and Interaction
Children and young people with speech, language and communication needs have difficulty in communicating with others.
This may be because they have difficulty saying what they want to, understanding what is being said to them or they may not understand or use social rules of communication.
Children and young people with Autism are likely to have particular difficulties with social interaction.
They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and Learning
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation.
Learning difficulties cover a wide range of needs, including:
moderate learning difficulties (MLD)
severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication
through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning.
This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, Emotional and Mental Health (SEMH) Difficulties
Children and young people may experience a wide range of social and emotional difficulties which can show in many ways.
These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.
These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.
Other children and young people may have diagnoses such as Attention Deficit Disorder, Attention Deficit Hyperactive Disorder or Attachment Disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils.
Sensory and / or Physical Needs
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided.
These difficulties can be age related and may fluctuate over time.
Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI - a combination of vision and hearing difficulties) will require specialist support and/or equipment to access their learning, or habilitation support.
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peer.
SEND interventions
For children who require a highly individualised provision in order to access a curriculum appropriate to their needs, we deliver two SEND intervention groups that are run each morning.
These two groups are:
Sun group - KS1 children
Star group - KS2 children
During these interventions groups, the children will have access to a differentiated curriculum which includes Phonics, Maths and English. As well as this, children will be supported to develop:
Physical skills including gross and fine motor skills;
Independence skills;
Crucial life skills.
These are provided in addition to your traditional curriculum in to support our children with SEND towards being as independent as possible in the future. See below for some examples of this in action.