1. SEN Explained
Introductions and who/why we screen children

2. 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.

3. 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

4. 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.

5. 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.

6. • 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.

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

8. 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”.

9. 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)

10. 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

11. It is a

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

15. 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

16. 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.

17. 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.

18. 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

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

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

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

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

23. This Power Point can be found on the school website
More information can also be found on the British Dyslexia Association website