In accordance with the school's Equal Opportunities, SEN and Inclusion Policies (see school policies), all children at Abbots Farm Junior School will be given full access to the National Curriculum. Staff will endeavour to help all children to reach their full potential irrespective of race, physical ability, gender, age or learning ability.
Please follow the links at the bottom of the page for a detailed report on Special Educational Needs and Disability at our school and a guide to SEND for parents
The New Special Educational Needs and Disability Code of Practice
In September 2014 the government published a new SEND Code of Practice, which sets out statutory guidance for schools. This can be downloaded by following the link below.
New SEND Code of Practice
The new Code of Practice covers the 0-25 age range. There is greater emphasis on children and parents being part of the decision-making process. The categories of School Action and School Action Plus are replaced with one category of SEN. Statements are being replaced with Education, Health and Care plans (EHCPs). Local Authorities must publish the ‘Local Offer’, which sets out the full range of provision for children with SEN and disabilities. The Warwickshire Local Offer can be found by following the link below.
Local Offer for Warwickshire Schools
What are Special Educational Needs?
Under the new Code of Practice, a child is deemed to have Special Educational Needs, or SEN, if he or she has ‘significantly greater difficulty in learning than the majority of others of the same age’, or his or her disability ‘prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation.
Broad areas of need are identified as:
communication and interaction;
cognition and learning;
social, emotional and mental health difficulties
sensory and/or physical needs.
They may be for a short period or throughout a child’s educational life. They may be identified before a child has even entered school or they may come to be recognised at a specific point in their education.