Updated information about the East Riding Local Offer during the Covid-19 Response. See document below.
Welcome to our SEN information report which is part of the East Riding Local Offer for learners with Special Educational Needs (SEN). You can view the local Offer for East Riding by clicking on the local offer button below.
All governing bodies of maintained schools and maintained nursery schools have a legal duty to publish information on their website about the implementation of the governing body's or the proprietor's policy for pupils with SEN. This information is updated annually.
Click here to read our SEND Policy
SEN Information Report for 2018-19
At Cowick Primary School we value all members of our school community. If you wish to speak to us about our local offer, please contact:
Head Teacher: Katherine Rawes
Special Educational Needs Coordinator: Katherine Rawes
SEN Governor: Theresa Ram
Information about our policies for identification and assessment of pupils with Special Educational Needs
At Cowick Primary School we ensure that all pupils are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.
- We have effective management systems and procedures for SEN, taking into account the current Code of Practice (2014).
- We have successful communication between teachers, children with SEN, parents of SEN children, intervention group leaders and outside agencies.
- We acknowledge and draw on parents’ knowledge and expertise in relation to their own child.
- Through a conferencing approach children are encouraged to take an increasingly active role in their review cycle, in line with their readiness to do so.
- We are committed to developing the knowledge and skills of all staff to manage the challenges of the range of needs in school, and to ensure that all support is of high quality.
- We have an effective review cycle that allows us to monitor, review and plan for next steps of development.
- We ensure that consideration of SEN crosses all curriculum areas and all aspects of teaching and learning.
Identifying the Special Educational Needs of pupils
At different times in their school life, a child or young person may have a special educational need. The Code of Practice 2014 defines SEN as follows:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if her or she:
a.) has a significantly greater difficulty in learning than the majority of others of the same age, or
b.)has a disability which prevents or hinders him or her from making use of the facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
Where pupils’ progress is significantly slower than that of their peers, or fails their previous rate of progress, despite high quality teaching targeted at a specific area of difficulty, it may be that the child has SEN. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and assessments.
There can be many reasons for learners “falling behind”. These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The school understands that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
What should I do if think my child may have Special Educational Needs?
If you have any concerns regarding your child’s progress or well-being, then please speak to either your child’s class teacher or Mrs Katherine Rawes (SENCO).
Support and provision for children with Special Educational Needs
If a learner is identified as having SEN, we will provide support that is ‘additional to’ or ‘different from the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching’ intended to overcome the barrier to their learning. When providing support that is ‘additional to’ or ‘different from’ we engage in the four stage process: Assess, Plan, Do, Review.
Assess – This involves taking into consideration all of the information from discussions with parents or carers, the child, the class teacher and assessments.
Plan – This stage identifies the barriers to learning, intended outcomes, and details of what additional support will be provided to help overcome barriers. Decisions will be recorded on a Support Plan and will form the basis for termly review meetings.
Do – providing the support – extra assistance for learning or learning aids – as set out in the plan.
Review – measuring the impact of support provided, and considering whether changes to that support need to be made. All of those involved – learner, their parents, teacher and SENCO – contribute to this review. Children complete a termly pupil profile as appropriate. This stage then informs the next cycle, if necessary. Meetings with Teachers and Teaching assistants (TAs) to discuss progress of learners are held weekly, as well as termly Pupil Progress meetings with the Senior Leadership Team (SLT).
This additional support, ‘intervention’ will be tailored to meet the child’s needs, and will target the area of difficulty. This support may be provided in class or in another area of school, on a 1-1 basis or as part of a small group of learners with similar needs. These ‘interventions’ may be run by a teacher or a trained teaching assistant. The support provided, and its impact in class, will be monitored closely and shared regularly with the child and with their parents or carers.
For a small number of learners, their needs may require access to technology e.g. Modified ICT equipment, recording devices etc.
While the majority of learners have their needs met in this way, some may require an EHCP (Education Health and Care Plan) needs assessment to determine whether it is necessary for the Local Authority to make provision in accordance with an EHC plan.
Assessing the Impact of Intervention
The interventions used will be those that are proven to make a difference for most learners.
A baseline assessment will take place at the beginning of an intervention – this will provide the point of reference for measuring progress made by the child – and a target outcome set. Regular reviews will take place to ensure that the intervention is having the intended effect. Should progress be less than anticipated, consideration will be given to adapting the frequency and/or intensity. The termly reviews will involve children and their parents or carers, as well as class teachers, and a record kept of agreed actions.
Where difficulties persist despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals, with the parent’s consent. This might involve: Speech and Language Therapy Services, Occupational Therapist, and Advisory Support Teacher or Educational Psychologist or health services such as Paediatrician.
Where a child has an Education, Health Care Plan (EHCP), there will be an annual review held in addition to the termly review meetings, taking into account the views of the child, their parent or carer, and all other professionals involved with the child.
Opportunities for Enrichment
At Cowick Primary School we believe all learners are entitled to the same access to extra-curricular activities, and are committed to making reasonable adjustments to ensure participation for all. Please contact us if your child has specific requirements for extra-curricular activities.
Preparing for Next Steps
Transition is a part of life for all learners, whether that involves moving to a new class or to a new school. We recognise that transition is an important time for all children, but especially so for a child with SEN. Consequently, we work closely with parents, children and staff to ensure these transitions run as smoothly as possible.
Planning for transition to Secondary School will take place in the summer term according to individual need.
Have Your Say
This report details our annual offer to learners with SEN. There will be an annual consultation about the local offer and the SEN provision within our school.
If you have any comments or queries, please contact Mrs Rawes.