Special Educational Needs. The School shall do what is reasonable to detect and deal appropriately with any difficulty (including but not limited to social, emotional, behavioural or learning difficulty) which is considered to be a "special educational need". The School staff are not, however, qualified to make a diagnosis of conditions such as those commonly referred to as dyslexia, or of other learning difficulties.
Special Educational Needs. 7.1 In respect of the Academy the following duties will apply in relation to pupils with Special Educational Needs (ʺSENʺ), ARK Schools must comply with all of the duties imposed upon the governing bodies of maintained schools in:
Special Educational Needs. Ensuring that children, their parents and young people are involved in discussions and decisions about their individual support and about local provision. Consulting children/YP with SEN or disabilities, and their parents when reviewing local SEN and social care provision. Arranging for children with XXX or disabilities for whom they are responsible, and their parents, and young people with XXX or disabilities for whom they are responsible, to be provided with information and advice about matters relating to their SEN or disabilities, including matters relating to health and social care and advice and support on the take-up and management of Personal Budgets. Ensuring that children, their parents and young people in the county; head teachers, proprietors and principals of schools and post-16 institutions and other organisations, where appropriate across the county are aware of the services available to support SEN and D and how such services can be Special Educational Needs All state funded schools, have a duty to comply with Special Educational Needs & Disability (SEN&D) legislation. Headteachers and governing bodies should have particular regard to: Sections 1, 4, 6, 8, 9 and 10 of the current SEND Code of Practice, 2014. the SEND Regulations 2014 (part 3) the prescribed qualifications and experience of SENCos, information that must be included in the SEN Information Report and the manner of publication of this report; the Governors Guide to the Law sections 3.5, 3.5.1, 3.5.2, 3..5.3, 3.5.4, 3.5.5, 4.7.3 and 4.7.5. Ensure the school is fully inclusive including providing for the most vulnerable pupils Provide information that enables the Local Authority to judge the progress of children, the effective use of resources and provide challenge where required Make best endeavours to meet the needs of children and young people with special educational needs. Special Educational Needs All academies, as state funded schools, have a duty to comply with Special Educational Needs & Disability (SEN&D) legislation. Headteachers and governing bodies/proprietors should have particular regard to: Sections 1, 4, 6, 8, 9 and 10 of the current SEND Code of Practice, 2014. the SEND Regulations 2014 (part 3) the prescribed qualifications and experience of SENCos, information that must be included in the SEN Information Report and the manner of publication of this report; the Governors Guide to the Law sections 3.5, 3.5.1, 3.5.2, 3..5.3, 3.5.4, 3.5.5, 4.7....
Special Educational Needs. If your child has special educational needs and you apply for a place for them at ‘Pear Drops’, you may be invited to an informal meeting with the Headteacher. This meeting will discuss how the Club can support your child’s needs.
Special Educational Needs specialist advice, assessments, training and support for ICT with individual pupils with special educational needs. • Welsh Assembly Government Initiatives – e.g. the introduction of Interactive whiteboards in all schools, with the training programme focusing on necessary skills and classroom applications.
Special Educational Needs. (SEN) allowances The Governing Board will award SEN allowances in accordance with the criteria and provisions set out in the current STPCD. The value of SEN allowances to be paid at this school are set out in Appendix 1.
Special Educational Needs. According to the needs of individual children to reinforce concepts skills and understanding in consultation with parents, children with SEN - Special Educational Needs - may be given homework specific to their needs although they will be encouraged to do as much in common with the other children as possible. Where possible tasks will be differentiated if felt necessary by the class teacher. THE ROLE OF PARENTS The success of homework activities depends on parents' support. We ask that parents: - Provide a reasonably peaceful, suitable environment in which homework can be carried out. - Find a suitable time of day for their child to carry out the task. - Support their child with activities set depending on their age. The support role will change as the child gets older.
Special Educational Needs. Principles • All young people have the legal right to have their Special Educational Needs (SEN), as defined in the Codes of Practice in England and Wales, identified and fully assessed. • Young people with SEN require of additional support in order to access the learning opportunities available to them. • Continuity of support for Special Educational Needs is vital to enabling and empowering young people to learn. • Timely assessment is critical in identifying the nature of any need and the resources needed to meet that need.
Special Educational Needs. Please refer to the Special Education Needs Policy.
Special Educational Needs. Children who experience difficulties with their behaviour are expected to manage their behaviour along with every child in the school and are supported to do so. Children with additional needs will be supported in managing their behaviour. Outside agencies such as the SEND team, CAMHS and Bramley Bank may also be used to support the school.
