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Our S.E.N.D. (Special Educational Needs and Disabilities) Information Report

Our Special Educational  Needs and Disabilities Co-ordinator is Mrs Hannah Blowers. Mrs Blowers works with for the Association every day and so if you would like to make an appointment to see her, then please phone the school office. 

All school in Suffolk have a similar approach to meeting the needs of pupils with Special Educational Needs and /or disabilities and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible.

The broad areas of SEND need are:

• Communication and Interaction.

• Cognition and Learning.

• Social, Emotional and Mental Health Difficulties.

• Sensory and/or Physical.

What is our Universal Offer?

In the Association of Bramfield, Brampton and Ringsfield we recognise learning can be hard, even with a creative, exciting curriculum. Extended concentration and deep thinking for learning is tiring and can only happen when all our basic needs are in place. Time in school matters, so making the most of every day matters, even when a child is a bit tired, is feeling a little emotionally dysregulated or a little under the weather.  All children benefit from considered adaptations to the environment, teaching strategies and the teaching of learning behaviours to help them make the most of every day even when a child’s personal circumstances are less than ideal. Children with additional needs may utilise these strategies more frequently and children with more significant educational needs may use these adaptations all the time. Bespoke personalised plans may run alongside the classroom adaptations as well for more significant special educational needs. 

Our intention is to provide support for every child to do their best every day in our classrooms. By making these adaptions consistent across year groups and key stages, children transition to new classes faster and more comfortably.  They know where to look for things to help them. Staff know how to help the children with metacognition skills and self-regulation.  These approaches to teaching have a high potential impact (7 months +) and “These approaches are more effective when they are applied to challenging tasks rooted in the usual curriculum content.” https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation  July 2021

Together, as a staff, we have identified the things that we have in place to support all learners, every day. Children with special educational needs benefit from these adaptations in addition to their personalised plans.

What is the Local Offer?

The Children and Families Bill was enacted in September 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs (SEN) aged 0-25. The LA refer to this as the 'Local Offer'.

What is the Special Education Needs Information Report?

The Special Education Needs Information Report

Schools utilise the LA Local Offer to meet the needs of SEND pupils as determined by school policy and the provision that the school is able to provide. Schools refer to this as ‘The Special Education Needs Information Report.

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