Children with SEND at Mawsley CP School receive an educational provision that is "different from or additional to" the standard curriculum to support pupils. Children with Special Educational Needs and Disabilities (SEND) can include specific challenges such as:

• Communication and interaction, for example, autistic spectrum disorder, speech and language
• difficulties
• Cognition and learning, for example, dyslexia, dyspraxia
• Social, emotional and mental health difficulties, for example, attention deficit hyperactivity
• disorder (ADHD)
• Sensory and/or physical needs, for example, visual impairments, hearing impairments,
• processing difficulties, cerebral palsy
• Moderate Learning Difficulties

Our highly skilled and experienced SENCO (Special Educational Needs Coordinator), Andrea Cox, works proactively with children, staff and families to identify needs, create personalised support, and liaises with parents to help children achieve their potential in any one of four key areas: communication and interaction, cognition and learning, social, emotional and mental health, and physical and sensory needs. 

 

Children’s additional needs should be identified and met as early as possible. Our commitment to SEND pupils consists of:

Stage One

Well-differentiated, quality first teaching, including, where appropriate, the use of small group interventions. All vulnerable learners to be issued with a one-page profile, which outlines needs and strategies to support identified needs, some pupils, where appropriate, to be included on a Class Achievement Plan (CAP) and individual progress tracking document.

Curriculum access and provision for vulnerable learners is considered and school provides for these additional needs in a variety of ways and might use a combination of approaches to address targets identified for individual pupils. 

The monitoring and evaluation of the effectiveness of our provision for vulnerable learners is undertaken termly and overseen by our SENCO in collaboration with teachers and learners. 

Stage 2 Additional SEN Support 

Pupils will be offered additional SEN support when their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum offer for all pupils in the school i.e. they have a special educational need as defined by the SEN Code of Practice 2014. In keeping with all vulnerable learners, intervention for pupils on the SEN list, level 3, will be identified and tracked using the whole-school provision map and/or CAP. Where a pupil has a significant, severe, and sustained need, it may be necessary to enter a multi-disciplinary assessment process with health and social care in order to consider the need for an Education Health Care Plan (EHCP). Where a pupil is in receipt of EHLF and/or an EHCP, a decision will be made as to whether
a short-term Individual Education Plan is required.

Our IEPs are a planning, teaching and reviewing tool, which enables us to focus on particular areas of development for pupils with special educational needs. They are seen as a working document that can be constantly refined and amended. Our IEPs will only record what is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all
children. IEPs are reviewed every term. 

Stage 3: Education Health Care Plan

Pupils with an EHCP will have access to all arrangements for pupils on the SEN list (above) and, in addition to this, will have an Annual Review of their plan. Our school will comply with all local arrangements and procedures when applying for Early Help Locality Funding and An Education Health Care Plan within the specified timescale. 

Further detail regarding SEND learners can be found in our SEND Inclusion policy.