Closing The SEND Gap
The Definition of SEND:
A pupil has SEND where their learning difficulty or disability calls for a special educational provision, namely provision different from or additional to that normally available to pupils of the same age.
Graduated Response:
The “new” SEND code of Practice 2015 stipulates that all teachers are accountable for the progress of students with SEND. Do you know what a “Graduated Response” is? It is the process used to identify needs and how to support students in school. It is more commonly called “Assess, Plan, Do, Review”. Teachers play a vital role in raising concerns about students as well as monitoring their progress.
​
Areas of SEND Need:
As well knowing which students in your class have SEND, you should know what their main area of SEND need is. There are four key areas:
-
Communication and Interaction
-
Cognition and Learning
-
Social, Emotional and Mental Health
-
Physical and Sensory
Please look at the noticeboard in the staffroom to see more information about categories for each Area of Need.
Student Profiles refer to areas of need.
What are the principles of the SEND Code of Practice?
1. Identification of young people’s needs
2. High quality provision to meet the needs of young people with Special Educational Needs and Disabilities (SEND) and monitor the impact of the provision.
3. The involvement of young people and their parents in decision making: Person-Centred Planning with greater choice and control for young people and parents over their support
4. SEN is a whole school responsibility requiring a whole school response
5. Collaboration between education, health, social care and partner services to provide support for the young person.
6. Successful preparation for adulthood.
What is the difference between a “low achiever” and a “low attainer”?
​
A Low Achiever may be lower ability students with learning difficulties who may never achieve ARE (age related expectations). They have SEND needs.
A Low Attainer is underachieving in comparison with their cognitive ability; they should be making better progress and we need to investigate why they are not making progress in line with expectations. These students do not have SEND.