SEN Explained Introductions and who/why we screen children

SEND at St Edmund’s RC Primary School Definition A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her. Namely provision different from or additional to that normally available to pupils of the same age   A child has a learning difficulty if he or she: (a) has a significantly greater difficulty in learning than the majority of children of the same age (b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority (c) is under five and falls within the definition at (a) or (b) above or would do if special educational provision was not made for the child.

Many children will have special educational needs of some kind at some time during their education.  Do not worry if your child is making slower progress than their friends or having particular difficulties in one area. They may be given extra help or different lessons to help them succeed. So you should not assume, just because your child is making slower progress than you expected or the teachers are providing different support, help or activities in class, that your child has special educational needs  

The graduated approach recognises that children learn in different ways and can have different kinds of levels of SEN. So increasingly, step by step, specialist expertise can be brought in to help the school with the difficulties that a child may have.

They will say what special help is being given; IEPS and Play Plans They will say what special help is being given; • how often your child will receive the help • who will provide the help All children on the SEND register will have a IEP or Play plan that are reviewed each term.

• what the targets for your child are • how and when your child’s progress will be checked • what help you can give your child at home. If your child does not make enough progress, the teacher or the SENCO should then talk to you about asking for advice from other people outside the school. They might want to ask for help from, for example, a specialist teacher, an educational psychologist, a speech and language therapist or other health professionals.   Your views are very important at all times. Talking through any worries or concerns you might have with the people at the early education setting, the class teacher, the SENCO or the head teacher should sort out any concerns or misunderstandings.

How we are helping all children at Edmund’s RC Primary School. Dyslexia Friendly School award.

What is Dyslexia Dyslexia is “A specific leaning difference, which is constitutional in origin which, for a given level of ability, may cause unexpected difficulties in the acquisition of certain literacy and numeracy skills”.

Dyslexia is a learning difference which can occur at any level of intellectual ability. It can cause difficulties in one or more of the following areas: spoken language reading writing maths (dyscalculia)

Children with Dyslexia can have difficulties with some or all of the following: Reading Handwriting Spelling Dyslexia Short Term Memory Sequencing Copying from the board Self esteem Organising

It is a

Strengths of dyslexic people Creative Thinking Musical Dramatic Good at sport Imaginative Artistic Sociable Good at Design Talkative Good at making things

Identification of dyslexia in Key Stage One Pronunciation difficulties, especially with longer words Grammatical errors in speech Difficulties in learning correct letter formation Confusion between ‘left’ and ‘right’ Problems remembering more than one instruction at a time Difficulty with fine motor or gross motor skills

How do we support your child at school? All children are screened in Spring when they are in Year 3 All children are taught in a multi-sensory way which helps to meet the needs of all learners. We are in the process of applying for the dyslexia friendly award or kite mark. This ensures that the provision at both schools are kept at a certain level. Your child will have access to a range of interventions to improve their learning if it is needed.

Your child will have access to dyslexia friendly resources like yellow paper/books, reading rulers, coloured overlays and pencil grips if needed. We also consult with Rosemary if we have any concerns with your child's progress, who offers support and advice to us.

English Intervention Groups Phonic intervention Reading Recovery Toe by Toe KS2 Word Wasp KS2 IDL Reading explorers Precision spelling Paired reading Nursery Narrative Group Writing group

Maths Intervention Groups Max’s Marvellous maths Power of 1 Power of 2 Pre teach Overcoming barriers Big Maths RM Maths

Social, Emotional and Well Being 1:1 programmes CARITAS Friendship group Self esteem group Lego Therapy Sand therapy

Speech and Language and Listening and Attention ELKLAN 1:1 programmes for speech sounds Black sheep press Time to Talk

Memory training Fine motor skills Funky Fingers Racing to English Introduce other staff explaining interventions that are available and how to help at home.

This Power Point can be found on the school website More information can also be found on the British Dyslexia Association website www.bdadyslexia.org.uk