Love one another as I have loved you’ (John 13: 34-35) helping each other to reach for the stars.

SEN & Inclusion

Special Educational Needs (SEN)

Many children, at some point during their time at school, need a little extra support in order to make progress with their learning. Most of these children will have extra help arranged for them in school, using a differentiated teaching approach, and classroom resources. Some children, however, may have ‘special educational needs’.

What are ‘special educational needs’?
Children have special educational needs if they have a learning difficulty, which requires them to have special help. A child has learning difficulties if he/she finds it much harder to learn than most children of the same age do, or if he or she has a disability. Their special educational needs may fall into one or more of the following areas: Communication and interaction; Cognition and learning; Social, emotional and mental health difficulties; Sensory and/or physical. If your child is considered to have special educational needs (SEN) then further help is required. This help is called special educational provision.

What ‘special educational provision’ is given at Stone Church of England Primary school?
The graduated approach
All children make progress at different rates, and it is the responsibility of the Class Teacher to respond to all pupils’ needs with quality first teaching. The majority of pupils will respond to good or better teaching and will make progress, but there are a minority of children who need extra provision.

If normal good practice within the classroom does not result in progress then the class teacher, in conjunction with the SENCo will begin to review the child’s access to the curriculum. This is the graduated approach, as detailed below.
No SEN →      Booster group   →    SEN Support   →    EHC Plan

SEN Support
The decision to begin SEN support for a child is not taken quickly or lightly. Where a teacher has specific concerns (and may have tried ‘booster groups’) they will discuss these concerns with the SENCo. The teacher and SENCo will then discuss these concerns with the child and the parents/carers in a planning meeting, and SEN support may begin.

Upon beginning SEN support, the teacher will complete an SEN Support Plan for the child in liaison with parents/carers and the child as appropriate. This plan details the child’s strengths and barriers to learning, and also shows targeted interventions for that child. These interventions may be small group or 1 to 1 depending on need. Small targets will be set for each barrier, with clear success criteria. The child will know of these targets in an age appropriate way, and these targets will also continue in class work as directed by the teacher.

Our approach to SEN support follows the recommended cycle: ASSESS – PLAN - DO – REVIEW.

The teacher will meet with all staff providing SEN support to review targets at regular intervals. A child’s learning will be assessed and then the team will plan appropriate targets and support.

Statutory Assessment
The special educational needs of most children will be met through SEN Support. Some children, however - those with severe, complex or long-term learning difficulties or disabilities - will need to have extra support arranged for them by the LA. Following this Statutory Assessment, the LA may decide to issue an ‘EHC Plan’. This plan describes the area(s) in which your child has needs and includes details of extra resources that are required to help the school support your child further. The support for your child will usually take place at the school but may on occasions involve working with other professional organisations.

Working in Partnership with Parents/Carers
You will be invited to all review meetings and kept fully informed as to the progress of your child. You are encouraged to support your child and take part in the review and target setting process

What is inclusion?
All pupils at Stone School receive an inclusive education. Whatever a child’s ability, they have an entitlement to be educated in a mainstream school whether or not they have SEN. A copy of the school’s Special Educational Needs Policy can be found below.

Special Needs Policy and Information Report
Please visit our Policies page >

SEND Complaints Procedure
Procedure for expressing concerns and making formal complaints about the support provided by Stone Church of England Combined School for your child if they have Special Educational Needs.(SEN)

We believe that Stone Church of England Combined School continuously aspires to deliver outstanding education for all of our children regardless of any SEN or disability. We work very hard to build positive relationships with all involved in our school community. However, the School is obliged to have procedures in place in case there are complaints about the support provided for a child who has Special Educational Needs.

If you have a concern about the support your child is receiving in school we strongly encourage you to make an appointment with your child’s class teacher to discuss this concern. If you feel your concern has not been resolved please do make an appointment with Mrs Webb (SENDCO) or Mrs S Hale (Deputy Headteacher and Inclusion Manager) who will endeavour to support you. If you still feel your concern is still unresolved please request an appointment with the Headteacher.

If, after liaison with the school, you still feel dissatisfied with the support your child is receiving you may choose to make a formal complaint.

If you would like to make a complaint we would refer you to our school Complaints Policy which outlines the complaints process. You will find the Complaints Policy in the  Policy section of the school website or you can request a copy from the school office. 

The school will aim to support you with any concerns you may have but you may also wish to contact Buckinghamshire Special Educational Needs and Disability Information, Advice and Support (SENDIAS) Service.

Telephone: 01296 383754