Southend schools are committed to adopt a similar approach to meeting the needs of all pupils including those with Special Educational Needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.
Included as part of these changes to the Code of Practice the main areas of SEND will be slightly altered and will encompass the following four broad areas:
- Communication and Interaction
- Cognition and Learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
The range of support developed will be tailored to individual need, following a thorough assessment by school staff or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.
In recognition of these changes we at Thorpedene school are updating our Local Offer of support provided to reflect this. However, this support is currently already in place and is available now. Our School Offer provides details of the resources, interventions etc. that we provide at Thorpedene to support children with SEND. Due to the ever changing needs of our children there may be additional support available that has not been covered here in this document. If you would like further information about what we offer at Thorpedene then please do not hesitate to contact our SENCo Miss Moneypenny directly
Some children/young people need increased support to access learning because:
- They have a significantly greater difficulty in learning than the majority of children of the same age
- They have a disability as defined under the Equality Act, which affects their ability to access and benefit from the educational opportunities generally enjoyed by children of the same age
We will try to ensure that all barriers to equal access in our schools are removed or overcome. We monitor and track progress of all children so that the support provided is as effective as possible. We welcome the full engagement of parents and carers and where necessary seek support and advice from specialist outside school to ensure we develop and maintain a range of flexible resources to meet the needs of all children.
Admissions: Pupils with SEN are allocated places in two separate and distinct ways.
Those pupils with statements or Education, Health and Care Plans (EHCPs) have a separate admissions procedure overseen by the SEN team at Southend-on-Sea Borough Council.
Those pupils who have SEND but do not have a statement or EHCP are admitted via the normal school admission criteria.
Admissions of pupils with Additional Needs:
Children with a statement of Special Educational Needs (SEN) or Education, Health and Care Plan (EHCP)
The school will admit all children who have a SEN statement or EHCP where this school named.
Children who have Special Educational Needs but who do not have a SEN statement or EHCP will be treated equally to all other applicants in the admissions process. This includes children who may need extra support or reasonable adjustments to be made. The school will do everything it can to accommodate these pupils. See our SEN Local Offer for details of special provision provided by the school.
Parents or carers can appeal to the independent appeal panel against refusal of admission to the school. A child is allowed to be on the school waiting list while lodging an appeal and the appeal will not affect their position on the list. The decision of the appeals panel is binding on the admissions authority.
Additionally schools have to provide details of the school specific offer this should reflect Southend Borough Council’s Local Offer which can be found at www.southendinfopoint.org
A member of the governing body has specific oversight of the school’s arrangements for SEND. The Senior Leadership Team regularly review how expertise and resources used to address SEND can be used to enhance the quality of whole-school provision. This forms part of the discussion on school improvement at both curriculum meetings and whole governing body meetings, when a report is regularly presented to governors.