At Meridian we are committed to narrowing the attainment gap between those pupils with and without SEND. This may include short-term intervention learning programmes, 1:1 support, and ongoing small group support.
We want all our children to :
achieve the best of which they are capable
become confident individuals leading fulfilling lives
make a successful transition to secondary school and thence to adulthood
If your child has special educational needs and/or a disability and you would like to know more about what we have to offer please contact us on 01223 262423 or email email@example.com
Our SENCo (Special Educational Needs/Disability coordinator) is Mrs Nicola Sikyta.
The kinds of SEND for which provision is made
We use the term ‘Special Educational Needs’ if a child:
has significantly greater difficulty in learning than the majority of children of her or his age in one or more areas of learning
has a disability which either prevents or hinders her or him from making use of educational facilities of a kind generally provided for children of the same age.
The difficulty or disability may relate to one or more of the following areas:
communication and interaction
cognition and learning
social, emotional and mental health difficulties
sensory and/or physical conditions
The term ‘special educational provision’ refers to that which is additional to or different from that which is made generally for most children in school.
Throughout the school children are regularly assessed to check their progress across all areas of learning. It is through this process that children who are not making expected progress are highlighted. Teachers and Support Staff play a vital role in raising concerns about other barriers to learning such as social or emotional issues. If a child continues to make less than expected progress then a meeting is arranged to discuss these points with parents.
Following assessment, a child’s special needs are identified and a decision is made as to how these can be met. If necessary, a Target Card is devised. This is shared with parents and the child. Target cards are designed to aid children in their day to day learning improvements.
Through continuous tracking of progress, the next stage is then to move to school intervention and /or outside agency involvement for the identification, assessment and recording of a child’s learning difficulties if progress is limited/ not being made.
At Meridian we believe that every teacher is a teacher of special needs. Classteachers have a responsibility for enabling all children to learn. To achieve this they:
plan appropriate work/activities for all their pupils
ensure that support is available for all children
differentiate the curriculum to take account of different interests and abilities
ensure that all children can be included
monitor individual progress
identify those children who require additional or different support in order to make progress
set targets on Target Cards and discuss these with parents and pupils
In addition, individual children may require one or more of the following:
different learning materials in the classroom
reasonable adjustments within the physical environment
reasonable adjustments to routines
Support Staff in the classroom
focused, small group support
When a child is demonstrating further cause for concern or their learning need is more complex or persistent than can be met by the normal school interventions, school will engage with relevant external agencies. This is likely to follow a decision taken jointly by school staff in consultation with parents. In seeking the support of external services, those visiting school will need to have access to the child’s records in order to establish which strategies have already been tried, and parental permission must be given.
The external specialist may:
act in an advisory capacity to refine targets set by the school
extend the expertise of the teaching staff
provide additional assessment
be involved in supporting the child directly
suggest that a statutory assessment is advisable
consult with all parties involved with the child
Statutory assessment: EHC Plan (Education, Health Care plan)
When a child is demonstrating a significant cause for concern or their learning need is more complex and persistent than can be met by the interventions already put in place, statutory assessment will be considered. The EHC Plan incorporates all information about the child from birth to 25. All parties, including health and other agencies involved with the child, contribute to this plan. If a statutory assessment is required then the school, in consultation with the child, parents and outside agencies, will submit reports for consideration by the Local Authority’s SEND Panel. The request is made to Cambridgeshire Local Authority. Cambridgeshire’s SEND Local Offer can be accessed from the school website or at www.cambridgeshire.gov.uk/SEND
The statutory assessment process is defined by a specific timetable and statutory procedures. If the request is successful and the Panel agrees to the need for an Education Health Care Plan, the Local Authority will lead on the process. An EHC Plan results in financial resources being made available to the school to support the child, and details the objectives for the child and how they should be achieved.
Statements/EHC Plans are subject to annual review which will include the views of both parents and the child on her/his progress. An early review can be arranged if significant concerns arise.
Transferring statements to EHC Plans
The legal test of when a child requires an EHC Plan remains the same as that for previously known as a Statement. All pupils who have a Statement have now transferred to an EHC Plan.
Training of staff
Mrs Nicola Sikyta is the SENCo. She is fully trained and very experienced. She is responsible for the implementation of the SEND policy and supports and encourages other members of staff.
We also have Teaching Assistants who are Elklan trained (Speech and Language support) and can offer this support to children with whom hve English as an Additional Language.
There is a wide range of other expertise available within school. Individual staff and groups have been trained in a variety of special needs provision including for: autism; attachment difficulties; hearing impairment; visual impairment; speech and language difficulties; challenging behaviour; specific in-school intervention programmes (various).
A wide range of materials is provided by the school in order to assist in drawing up a programme of support for a child with SEND. We encourage their efficient and effective use by raising awareness of availability of materials and matching resources to need.
encouraged to participate fully in the life of the school
helped to understand the success criteria to enable progress to take place
expected to behave in a responsible and respectful way within a learning context
encouraged to voice their suggestions as to how teachers can help them to learn better
asked to comment on how they feel they are progressing when the Target Card is evaluated and at annual reviews
Engagement with pupils plays a key role in promoting a culture of high expectation. Pupils are involved in the learning process through marking, feedback and targets.
The partnership between parents and school plays a key role in promoting a culture of high expectation for SEND pupils. This partnership is encouraged through an ‘open door’ policy (both to classteachers and the Headteacher); weekly newsletters; homework letters; class pages on the website; parent consultation evenings twice a year and a written report in the summer term; SEND review meetings; informal discussion. Pupils and parents are at the heart of decision making.
Initially, when a child’s special needs are identified, parents are invited to come into school to discuss this further. Phone and email contact is maintained to ensure that difficulties and anxieties can be resolved swiftly.
The school belongs to a close network of schools (Networkcb23) consisting of 12 primary schools and the two secondary schools they feed into. Networkcb23 has set up support groups and training for Heads, SENCos and many other staff groups. They also put on events for children to raise aspirations and involvement.
There are excellent links with the feeder playgroups/nurseries and the local secondary schools due to our close liaison. Staff from the schools to which our Year 6 pupils are transferring, are invited to the final review meeting prior to transition. This ensures that staff at the secondary school are aware of the needs of our pupils and can make arrangements in readiness for their transition. Those children with EHC Plans or with particular needs are invited to additional ‘transfer days’ to the secondary school, as well as those offered to all pupils.
We hope that complaints about SEND provision will be rare. However, if there is a concern, the process outlined in the school’s Complaints Procedure (available on the website or from the office) should be followed.