Special Educational Needs and Disabilities (SEND)
The Government has asked all Local Authorities in the UK to publish, in one place, information about the services and provision they expect to be available in their area for children and young people from 0 – 25 who have Special Educational Needs and/or a Disability (SEND).
This is known as the Local Offer. Further information about the Gateshead Local Offer can be found on the Gateshead Council Local Offer home page which is on the www.gateshead.gov.uk website. Click on the link for education and learning and then for special educational needs.
Ryton Infant School – Our Offer
Executive Head Teacher - Mrs D Ashcroft
Special Educational Needs and Disabilities Co-ordinator (SENCO) - Mrs N Johnson
Ryton Infant Schools aim for all children to be included regardless of whether they have special educational needs or not. We will provide equal opportunities for all children which will allow them to experience success and achievement and to reach their full potential.
The schools have disabled parking spaces, disabled toilets, low kerbs and ramps to allow children with physical difficulties to access all areas of the school. We have made adjustments for visually and hearing impaired pupils. If you have any questions about our SEND Offer, please contact the school and we will try our best to help you.
Statement of Intent for Supporting Equality
Ryton Infant and School recognise that we have a responsibility to increase each child’s knowledge, experience and understanding we well as developing their capacity to learn. We recognise that for some children there may be more barriers to overcome in order for them to reach their full potential. The Head Teacher, Staff and Governors of Ryton Infant School are committed to the integration of children with special needs and helping them to succeed.
How we support SEN – Provision
Children have Special Educational Needs if they have a learning and or physical difficulty. This means that the child will need educational support, which is additional to or different from, the provision made generally for children of the same age in a mainstream school. We ensure that we adapt our curriculum to meet the needs of every child and use different teaching styles to cater for the different ways in which children learn.
Children may have needs that fall within one area or have needs that fall across two or more areas. The nature and level of the needs will impact upon the child’s ability to function, learn and succeed. The identified areas of need are
How do we identify and assess children with SEN?
Pupil assessment is an on-going process and forms and essential part of teaching and is designed to promote the raising of achievement. Pupils assessments provide important information for pupil review and support meetings and may also be used as a basis for an initial discussion with the SENCO. In Ryton Infants we monitor the achievement and learning of all pupils on a daily basis. The tracking system is updated on a half-termly basis and after discussion in pupil progress meetings we identify pupils who are underachieving and may require some extra support. The data from tests as well as assessment of learning opportunities carried out by teachers regularly allows us to ensure that curriculum planning is differentiated to meet the needs of all pupils. Support may be provided by our intervention teachers or learning support assistants who will work with the children in small groups or on an individual basis depending upon needs.
How we consult with our SEN pupils
For children who have had specific needs identified we write individual learning plans and review them regularly. In the autumn term the individual Learning Plan is written based on discussions with the previous class teacher and the SENCO. In the spring and summer terms Individual Learning Plans are written in light of achievements the children have made in the previous term. Each Individual Learning Plan is reviewed at the end of each term in order to monitor the progress of all children with special educational needs. The targets on the Individual Learning Plans are shared with the children in an age appropriate way when they are written and reviewed with the children at the end of each term. Copies of Individual Learning Plans are sent out to parents. For those children with a statement/single plan their progress is monitored as other children but we also host annual review meetings where we invite any outside agencies that are involved with the child as well as parents. As the child is the main focus in this meeting we hold child centred reviews if the child is able to understand. Reviews allow us to discuss any concerns or issues people may have and helps to monitor the progress of children who have a statement/single plan and amend them if necessary.
Additional Support
It is important to realise that there may be groups of children who require some intervention for a short period of time to boost their confidence, self- esteem, emotional well -being or achievement. They may receive intervention for a term or block weeks. This does not automatically mean they have a Special Educational Need as they may make the progress required in the intervention and therefore will no-longer need the extra help that is additional to or different from the provision made generally for children of the same age in a mainstream school. We monitor the progress of these children carefully and track targets. This enables teachers to ensure lessons and interventions are planned with special and educational needs at the forefront of planning
If you would like to discuss our Local Offer, have any further questions or require additional information, please contact the school office to make an appointment.
Ryton Junior School – Our Offer
Executive Head Teacher: Mrs D Ashcroft
Special Educational Needs and Disabilities Co-ordinator (SENCo): Mrs F Steel
Ryton Community Junior School aims for all children to be included regardless of whether they have special educational needs or not. We will provide equal opportunities for all children which will allow them to experience success and achievement and to reach their full potential. The school is a single storey building which is fully inclusive; it has a disabled parking space, a disabled toilet, low kerbs and ramps to allow children with physical difficulties to access all areas of the school.
We are an inclusive school and strive to support all children to enable them to make the best possible progress and achieve well. To accomplish these aims we offer a broad and balanced curriculum with high quality teaching. We provide effective support for children with special educational needs and disabilities, starting from our first contact with parents and carers when a child enters our school. We make sure that additional needs are identified early and we offer a range of provision according to identified needs. We work with a range of other professionals, e.g. from Health, to make sure that all children receive the support they need to do well at school.
How we support SEN – Provision
Children have Special Educational Needs if they have a learning and/or physical difficulty. This means that the child will need educational support, which is additional to, or different from, the provision made generally for children of the same age in a mainstream school. We ensure that we adapt our curriculum to meet the needs of every child and use different teaching styles to cater for the different ways in which children learn.
Children may have needs that fall within one area or have needs that fall across two or more areas and these will be recorded on the school`s SEN register. The nature and level of the needs will impact upon the child`s ability to function, learn and succeed. The identified areas of need are:
How do we identify and assess children with SEN?
Pupil assessment is an on-going process and forms an essential part of teaching and is designed to promote the raising of achievement. Pupil assessments provide important information for pupil review and support meetings and may also be used as a basis for an initial discussion with the SENCO. At Ryton Community Junior School we monitor the achievement and learning of all pupils on a daily basis. The tracking system is updated on a half termly basis and after discussion in pupil progress meetings we identify pupils who are underachieving and may require some extra support. The data from tests as well as assessment of learning opportunities carried out by teachers regularly allows us to ensure that curriculum planning is differentiated to meet the needs of all pupils. Support may be provided by our teaching support assistants who will work with the children in small groups or on an individual basis depending upon needs.