SEND
Miss Tymon is our SENDCo (Special Educational Needs and/or Disabilities Coordinator). SEND provision at Friarage School follows a personal approach, which focuses on individual goals, and supports all children receive the same high-quality education. If you would like to discuss your child’s needs, please ask to speak to them.
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To contact Miss Tymon, please use the following details. 01723 374244 admin@fr.coastandvale.academy |
Our information report is written for parents and details how we identify, support and monitor the education of children with SEND. Our SEND policy is also linked below. If you require either of these documents as hard copies, translated or enlarged, please request this at the school office.
SEND Policy & Information ReportHow we identify SEND at Friarage CP School.
At Friarage, we work alongside children and families in order to identify special educational needs and/or disabilities at the earliest opportunity. When identifying SEND, we consider the legal definition of SEND from the SEND Code of Practice 2014, which states that a child has a learning difficulty or disability if they:
- Have a significantly greater difficulty in learning than the majority of others the same age; or
- Have a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Staff use our ‘How do we identify SEND?’ flow chart to identify SEND in school.
What our SEND provision looks like at Friarage CP School.
At Friarage, we provide high-quality education to all children. The support your child receives will be suited to their individual needs to ensure they make progress in line with their peers. This may be through classroom adaptations or interventions. Your child will have an Individual Provision Map (IPM) which will outline their targets and provision. They are reviewed, alongside parents and the child, at least termly.
Our school uses adaptive teaching to support all pupils in school. Our ‘Whole School Provision Map’ provides an ‘at a glance’ snapshot of the provision routinely offered across the school.
The Local Offer for SEND.
As a part of the Children and Families Act 2014 all local authorities have to publish a ‘local offer’ for children with Special Educational Needs and Disabilities and their families.
North Yorkshire’s offer can be found here:
https://www.northyorks.gov.uk/send-local-offer
The Route for EHCPs/How do EHCPs work.
If your child requires support above what it routinely offered, as part of our SEND offer, we may seek to apply for an EHC needs assessment from the Local Authority. Parents can also apply for an EHC needs assessment individually. The Local Authority will decide if SEND support in school meets your child’s needs, or if they need an EHC plan.
It is important that we work together in order to provide evidence to the local authority that your child is not making expected progress with SEND support in school. You will receive a response within 6 weeks and you have the option to appeal any decision made.
If the EHCP request is accepted, advice will be gathered from parents, school, the child and any other professionals working with them. A draft plan will be issued and you will have the option to agree the plan or request amendments.
The school supports several children with EHCP plans in school. The school will deliver the provision detailed in the plan and monitor their progress against their outcomes.
Independent Advice.
If you require any additional advice, information or support, which is independent from the school, SENDIASS (SEND Information, Advice and Support Service) can provide free and impartial support.
SENDIASS (SEND Information, Advice and Support Service) – https://www.northyorks.gov.uk/children-and-families/send-local-offer/send-information-parents-and-carers/send-information-advice-and-support-service-sendiass
Useful Acronyms!
Useful acronyms you may come across with SEND Documents:
| ADD | Attention Deficit Disorder | MLD | Moderate Learning Difficulty |
| ADHD | Attention Deficit Hyperactivity Disorder | ODD | Oppositional Defiant Disorder |
| AS | Asperger Syndrome | OT | Occupational Therapist |
| ASD | Autistic Spectrum Disorder | PDA | Pathological Demand Avoidance |
| AT | Assistant Teacher | PEP | Personal Education Plan (for Looked After Children) |
| CAMHS | Children and Adolescent Mental Health Services | MARAG | Multi agency referral action group |
| CI | Communication and Interaction | MPAT | Multi Professional Assessment Team |
| CIN | Child in Need | PMLD | Profound and Multiple Learning Difficulties |
| CL | Cognition and Learning | RAD | Reactive Attachment Disorder |
| CoP | Code of Practice 2015 | RSA | Request for Statutory Assessment |
| CP | Child Protection | SALT | Speech and Language Therapy |
| CYP | Children and Young People | SEMH | Social, Emotional and Mental Health |
| EAL | English as an Additional Language | SEND | Special Educational Needs and Disabilities |
| EHCP | Education Health Care Plan | SENDCo | Special Educational Needs and Disabilities Co-coordinator |
| EP | Educational Psychologist | SLCN | Speech, Language and Communication Need |
| EMS | Enhanced Mainstream School | SLD | Severe Learning Difficulty |
| EYFS | Early Years Foundation Stage | SLT | Senior Leadership Team |
| GLD | Global Learning Delay | SM | Selective Mutism |
| HI | Hearing Impaired | SpLD | Specific Learning Difficulty |
| HLTA | Higher Level Teaching Assistant | SPDs | Sensory Processing Disorders |
| IPM | Individual Provision Map | TA | Teaching Assistant |
| LAC | Looked After Children | VI | Visually Impaired |
| LO | Local Offer |
