Special Educational Needs and Disabilities
To ensure all adults and pupils have equality of access please see our Accessibility Plan
At the Danesholme Infant Academy we aim for all pupils to become happy and confident learners so that they can progress and reach their full potential. Every child is unique and some children may have individual needs that may affect their learning. We want to make sure that every child gets the best support we can offer in order to help them to enjoy their learning, feel confident and happy amongst their friends and make the best possible progress.
Every child has individual needs that will affect their learning. Sometimes children need special support to give them an extra boost or to help them catch up with other children of the same age. They may need this support for a short time or a longer period, but during this time they will be part of our Special Educational Needs and Disability (SEND) Register and we will keep a close eye on their progress, look carefully at what special support they need and keep in close touch with their parents
Some children may need extra support with their learning and here at Danesholme we strive to provide the best nurture and support to help give children the necessary skills to catch up with their peers. This support can be provided through individual and group sessions which may be delivered both in or out of the classroom.
There is a dedicated team of staff who deliver targeted intervention groups and children will be monitored closely to look at progress and what special support they require. Some children will also be part of the Academy's Special Educational Needs (SEND) register which, if necessary, provide personalised targets to work on primary areas of need. The Academy will maintain close links with parents and provide appropriate support based upon the views of staff, parents and the children.
- Effectively identifying and assessing needs of all children
- Setting targets to accelerate progress or effectively support a child with their needs
- Monitoring and reviewing learning and progress
- Liaising with parents and carers
- Listening and respecting the views of the child
We are able to cater for children with a range of special needs and disabilities
- Communication and Interaction for example – Autism Spectrum Conditions (inc. Asperger’s Syndrome), Speech and Language difficulties
- Cognition and Learning for example – Dyslexia, Dyscalculia, Dyspraxia, Moderate Learning Difficulties
- Social, Emotional and Mental Difficulties for example – ADHD, Attachment disorder, Mental Illness or depression
- Sensory and/or physical needs for example – Vision/ hearing impairment, Motor skill difficulties
Identification of pupils with SEND
What happens if my child has difficulty learning?
The following people will be involved in identifying if your child has any specific SEND needs:
- Class teachers – through their regular monitoring of pupil progress
- Senior Leadership Team – through discussions held with class teachers in pupil progress meetings
- Parents / carers
- Previous setting
- Liaison with outside professional / agency
Please also see Northamptonshires Local Offer for further details of support accessed for children with SEND. An information leaflet can be found at the bottom of this page.
Additionally further support and advice can be accessed through the information on Free Local Services for Corby.
Key staff for SEND:
- Mrs Dawn Reynolds- SENDCO (Special Educational Needs and Disabilities Co-ordinator) 01536 741732
- Mrs Patricia Docherty- Pastoral Manager 01536 741732
Further information for parents can be found on the following links:
- Educational Psychology
- Referral Management Centre for children and young people
- ADHD, ASD and Aspergers
- Speech and Language (SALT)
- Community Paediatrics
- Children's services 0-19
Universal provision- Click here to see Curriculum adjustments
How will the curriculum be matched to my child's needs?
If your child has SEND then they may require support that is 'additional to and different' from the rest of the class. This does not necessarily mean that they will need to be taught outside the classroom. Teachers plan learning activities that are pitched at a level so that all children can access them and so that all children are appropriately challenged in order to take their learning forward. Teachers use a range of different strategies to support children in order from them to be included in the learning and activities with their peers.
Evaluating the Effectiveness of the provision for children with SEND.
- Role of the SENDCo in plan/do/review
- Arrangements for monitoring individuals progress
- Review meetings and pupil progress meetings.
- Regular assessment arrangements
- Individual education and behaviour plans
- TA training and monitoring
- Recording interventions and outcomes
- GDFT quality assurance arrangements - SEND audits and reviews
PROVISION IN PLACE AT SCHOOL
- Quality first class teaching
- Teaching assistant support
- Pastoral Support
- Differentiated curriculum / extension activities
- Adaptions such as visual timetables / workstations
- School Nurse support
- Individual education plan
- Speech and Language therapy
- Autism Outreach
- Education Psychology Service
- Visual Impairment service
- Hearing Impairment Service
- Occupational Therapy Support
- Community Paediatrics
Progress and Assessment
Progress will be measured against the national age related expectations. Where children have complex needs alternative assessment systems will be used to measure attainment and progress within KS1.
External professionals may be involved in more extended, detailed assessments to support the planning and next steps for an individual child.
The staff involved in the support of pupils with SEND are
- Special Education Needs and Disabilities coordinator
- Class Teachers
- Teaching Assistants
- Pastoral Manager
- Lunchtime supervisors (in some cases)
These staff have experience in:
- Speech, language and communication needs
- Emotional and behavioural needs
- Visual impairment
- Hearing impairment
- Intimate care
Staff are provided with training opportunities to ensure they are able to support the needs of pupils at Danesholme Infant Academy.
Our staff have a wealth of experience supporting children with additional needs and the SENDCO regularly attends training within the Trust and with the Local Authority.
The SENDCO holds a Masters Degree in SEN and Inclusion
Social and Emotional Mental Health and Behaviour
At Daneshome Infant Academy we want all children to be happy, relaxed and safe. Please see the documents below to find out about how we support children with social, emotional, mental health and behaviour difficulties. Please also see our ELSA support page by clicking here.
We also have a page that shares some resources to support your child's mental health-just click here!
Involving Parents and Children
Parents who have a concern about their children or who would like to discuss their child’s SEND provision should contact the class teacher or the SENDCO in the first instance. Parents will be invited to termly meetings with the class teacher and SENDCO, if appropriate, to review their child’s progress. Parents receive an annual written report. For more information on Inclusion Support please see the documents listed below. There is also a document called SEND Flowchart which explains about children being placed on the SEND register.
Depending on the age and ability of the child will we involve children where possible in the review and setting of targets and provision.
Support for parents can also be found through the National Network of Parent Carers Forum, Northants Parent Forum Group and IASS. The school is also a member of NASEN.
To read a guide for parents and more about SEND support please see the documents listed below.
The Academy will liaise with transfer schools, preschools, nurseries and other outside agencies. A transition plan will be implemented when this is deemed necessary to support a child in moving into the Junior Academy or onto another school. This will be done jointly with the Pastoral Manager and other members of support staff.
Monitoring and Review
The SENDCO and Principal are responsible for the monitoring of the policy as well as analysing data and progress of SEND pupils.
This Academy SEND information report is below.
Please feel free to contact Mrs Reynolds, the SENDCo and Inclusion Leader, at the Academy on 01536 741732.
Activities outside of the Classroom
We enhance our children's learning through our broad and balanced curriculum and the use of first-hand experiences such as school visits and residential trips in order to bring learning to life. We aim for all children to be included in school trips and residential visits ensuring specific needs are taken into account with our risk assessment. We may discuss, with you, the need for the enhanced support on the visit depending upon the specific needs of your child.
All children have the same opportunities to attend our extra-curricular clubs, and we will make 'reasonable adjustments' to ensure that they can. If the club is run by an external agency we will make sure they are aware of any specific needs your child has.
All trips and clubs are run in accordance with our behaviour policy.
The Special Educational Needs and Disabilities Co-ordinator (SENDCO) at the Danesholme Infant Academy is Mrs D Reynolds.
This Academy SEND information report was reviewed on 27th September 2022
The SENDCO works with class teachers and support staff to ensure that the needs of all pupils in the school are met.
Details about admission arrangements for all pupils, including those with SEND can be found on our Admissions page.
Academy Advisory Council Please visit out AAC page to find out more information about the Academy Advisory Council.
More information about Northamptonshire County Council’s support for Special Education Needs and Disability can be found here:-