Special Educational Needs and Disabilities (SEND)
Mrs Weightman, our Deputy Headteacher, is the SENDCO for our school and can be contacted via the school office.
The local authority SEND offer is shown on a separate website.
The SEND report for 2021-22 can be read below.
The accessibility plan approved by governors can be accessed by clicking here.
Through communicating regularly with parents, at Blackburn School we aim to work together to identify any SEND need as early as possible and take appropriate action to support pupils. Parents will be informed if there is a concern around their child’s progress, usually at a Parent’s Evening or before if thought necessary.
The school is committed to early identification of Special Educational Needs and adopts a graduated response to meeting the needs of children with SEND in line with the 2014 Code of Practice.
Identification and Assessment
Every child in school has their progress closely monitored through
teacher observation/ assessment.
standardised screening or assessment/diagnostic tests
The Senior Leadership Team (which includes the SENDCo) meet with teachers on a termly basis in “Pupil Progress Meetings.” Here children who are not making expected progress are highlighted and interventions or additional support are discussed and provision is mapped.
In consultation with parents, additional need may be identified through specialist assessments using the outside agencies that support our school e.g. Learning Support Service, Educational Psychology Service, Autism Communication Team and through referral to Speech and Language Therapy. If the child is in the Foundation Stage, the school, working alongside the parents will decide if a referral to the Child Development Centre would be beneficial.
Where required, the school will support parents/carers and pupils in an application for a statutory assessment in submitting a request for an Education and Health Care Plan (EHCP).
Blackburn Primary Schools SEND Coordinator is Mrs Sarah Weightman.
Our SENDCo is responsible for the co-ordination of specific provision made to support individual children with SEND. She will liaise with staff to monitor the pupils’ progress and help co-ordinate interventions where progress is slower than expected. She will have regular contact with a wide range of external agencies that are able to give more specialised advice and will refer children to these services where and when needed.
The SEND Code of Practice 2014 makes it clear that all teachers are teachers of pupils with special educational needs. At Blackburn Primary School we value the abilities and achievements of all our pupils.
The school’s curriculum intent statement is at the heart of everything that the school offers.
“At Blackburn Primary School we provide a curriculum that inspires excellence, nurtures well-rounded children and through carefully thought out schemes of learning supports our children to go on and make a positive contribution to society.”
Our curriculum is designed to:
-Inspire excellence and be ambitious for all
-Nurture children who are interested in learning and therefore who are interesting to talk to because of their deep conceptual knowledge
In line with the 2014 SEND Code of Practice, the school follows a graduated response to SEND and pupils will be supported in a variety of ways:
Wave 1 Whole class teaching
In the first instance, the school promotes quality first teaching in class. The teacher teaches to the curriculum designed by the school and uses strategies written in school policies to support all children e.g. working walls and scaffolds to support all children.
Wave 2 Small group targeted teaching
Here effective teaching strategies are applied in a small group setting with a more intense focus on a smaller number of learning goals
Wave 3 1-1 specialist
When a pupil continues to make less than expected progress, despite evidence-based support and interventions that are matched to the pupil’s area of need, the school involves specialists, including those secured by the school itself or from outside agencies to work with the child, school and parents/carers.
Education Health and Care plan are requested for children and young people aged up to 25 who need more support than is available through special educational needs support. EHC plans identify educational, health and social needs and set out the additional support to meet those needs.
Where a child has an Education and Health Care Plan, support is provided in line with the recommended provision.
The Graduated Response, works within our curriculum which has been designed to support all children by;
-Being sequential and progressive, building learning over time. This approach allows children to revisit and embed learning and make connections with what they have learnt.
-Having reading at its heart, supporting children to be literate, numerate and choose to read because they love it! This approach ensures children will have full access to a broad curriculum where they can apply their reading ability in other areas of the curriculum to enrich their knowledge of the subjects taught.
- Allowing the children to be creative because of the solid foundations in learning that they have; ensuring children have the skills and understanding to be autonomous learners.
-Providing the knowledge and cultural capital the children need to understand their place in the world and make a positive difference to it; where children can identify and recognise their own personal qualities and beliefs and how they can affect change.
-Preparing children for later life - where they can live a healthly, independent, happy and successful