SEND
BackThe Joydens Wood schools are inclusive and fully committed to ensuring that all pupils, regardless of their specific needs, make the best possible progress in school.
Our SENDCos are Mrs S Hensher and Miss A Vinton who work together for Joydens Wood Infants' and Junior Schools so have in-depth knowledge of children's families. They work alongside Mrs Adams, our Family Engagement Leader and Miss Ndaw our SENDCo Assistant and Pupil Support Worker to support inclusion.
They can be contacted via the school office.
In September 2014 a new SEND Code of Practice was brought in to law. Below are the new definitions of Special Educational Needs and Disability.
We are proud of creating an effective and supportive learning environment, that supports all areas of learning and needs through an active and hands-on approach and we aim to achieve inclusion by:
- Providing Quality First Teaching for all
- Ensuring all children feel valued, happy and part of their class, their year group and the school
- Working as a team to identify and overcome potential barriers
- Setting challenging and aspirational targets for all children
Many children require additional support at some stage in their educational journey, this may be in the classroom with the teacher or teaching assistant or it may be through more targeted or personalised intervention. If further support is needed then a range of outside agencies may be involved.
Definition of SEN
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty if he or she:
- Has a significantly greater difficulty in learning than the majority of others of the same age; or
- Has 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 or mainstream post-16 institutions. SEN Code of Practice (2014, p 4)
Definition of disability
Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is’…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ SEN Code of Practice (2014, p5).
Children with special educational needs or disabilities (SEND), that make it difficult for them to access the curriculum alongside their peers, may need extra support because of a range of needs. There are four categories of need defined by the SEND Code of Practice 2014:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Physical and/or Sensory
