At different times in their school life a child may have a Special Education Need (SEN).  The code of practice defines SEN as follows:

‘A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him/her.  A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others the same age, or
• Has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.’

In the Code of Practice, SEN and provision falls under four categories:

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and/or Physical

This includes a wide range of needs such as:

• Moderate learning difficulties and global delay
• Autism and social communication differences
• Specific learning differences e.g. dyslexia and dyscalculia
• Speech and language difficulties
• Social, emotional and mental health difficulties
• Visual or auditory difficulties
• Anxiety, anger and depression

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN).

In partnership with the Class teacher, SENCO and parents we will look for any barriers to learning. 

Barriers could include:

• Absences or lateness
• Changing schools or moving house
• Difficulties in speaking English
• A temporary illness or injury e.g. broken arm
• Worries or concerns such as a family bereavement
• Being a young carer

We know that children who experience these types of issues may be vulnerable students but this does not mean they would be identified as a child with SEN.

The learning of all children at Woodcote Primary School is regularly and rigorously assessed.  School leaders check books, observe lessons and monitor the achievement of the children. 

We also use formal assessment to monitor progress:

• Phonics screening in Year 1
• SATs in Year 2 and Year 6
• NTS Rising Stars Tests 
• SALT assessment
• Boxall Profile

After collecting information on progress and attainment and following agreement with parents; a child experiencing long term and complex barriers to their learning will be placed on the SEN register. 

The Pioneer Academy Trust Mantra confirms the commitment to ‘Putting children first’ and ‘enabling all children to make excellent progress’. This is translated into practice at Woodcote Primary School. 

All pupils are given quality first teaching. This means that class teachers are well trained; lessons are well planned, exciting and differentiated to ensure that all pupils can access the learning at their own level. 

For pupils with SEN this could mean that they are given a slightly different task to achieve or are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or teaching assistant as part of a small group, pair or individual.