{"id":44665,"date":"2024-08-29T12:35:11","date_gmt":"2024-08-29T12:35:11","guid":{"rendered":"https:\/\/www.eastringtonprimaryschool.co.uk\/?p=44665"},"modified":"2025-11-24T11:55:46","modified_gmt":"2025-11-24T11:55:46","slug":"sendco-mrs-donna-goodwin","status":"publish","type":"post","link":"https:\/\/www.eastringtonprimaryschool.co.uk\/?p=44665","title":{"rendered":"SEND Code of Practice & Information Report"},"content":{"rendered":"

Aims<\/strong>
\nThe aim of Eastrington Primary School is to ensure that all our children are happy, fulfilled and challenged in a rich learning environment, which aims to cater for their individual needs, preparing them well for the next stage in their education and develops a love for learning. We see all children as equals – whatever their needs and irrespective of ability, race or gender.
\nEastrington Primary School believes:
\n\u00b7 a child with SEND should have their needs met.
\n\u00b7 a child with SEND should (where it is in the child\u2019s interests) have the opportunity to learn and play with typically developing peers of the same age.
\n\u00b7 a child with SEND should have the chance to participate fully in the extracurricular life of the school.
\n\u00b7 the views of the child should be sought and considered.
\n\u00b7 parents have a vital role to play in supporting their child\u2019s education.
\n\u00b7 children with SEND should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum.<\/p>\n

SEND Code of Practice<\/strong>
\nThe SEND Code of Practice sets out statutory guidance for schools. A revised SEND Code of Practice was implemented in September 2014, with the main aim of developing better partnerships between children, parents\/carers, educational settings, health professionals and social care.<\/p>\n

The revised SEND Code of Practice can be downloaded here:
\nhttps:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/398815\/SEND_Code_of_Practice_January_2015.pdf<\/a><\/p>\n

Our Information Report<\/strong> can be found here:\u00a0 SEND Information Report 25<\/a><\/p>\n

The Local Offer<\/strong>
\nEast Riding of Yorkshire Council\u2019s Local Offer<\/strong>
\nThe revised Code of Practice also requires Local Authorities to publish the \u2018Local Offer\u2019, which sets out the full range of provision for children with SEN and disabilities in the local area. The ERYC Local Offer can be found by following the link below:
\n\"Local<\/a>
\nhttps:\/\/www.eastridinglocaloffer.org.uk\/<\/a><\/p>\n

What are Special Educational Needs and Disabilities?<\/strong>
\nUnder the new SEND Code of Practice (DfE, 2014), a child is deemed to have Special Educational Needs or Disabilities, or SEND, if he or she has \u2018significantly greater difficulty in learning than the majority of others of the same age\u2019, or his or her disability \u2018prevents 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\u2019. Special educational provision is needed for him or her, over and above that which can be met through high quality classroom teaching and differentiation.
\nBroad areas of need are identified as:
\n\u00b7 communication and interaction;
\n\u00b7 cognition and learning;
\n\u00b7 social, emotional and mental health difficulties;
\n\u00b7 sensory and\/or physical needs.
\nThese may be for a short period or throughout a child\u2019s 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.<\/p>\n

Specific Learning Needs<\/strong>
\nAs an inclusive school, we welcome all children regardless of need. Some of our children have specific learning needs such as:
\n\u00b7 Dyslexia
\n\u00b7 Dyscalculia
\n\u00b7 Behaviour Emotional Social Difficulty
\n\u00b7 Cognition and Learning
\n\u00b7 Physical
\n\u00b7 Speech and Language
\n\u00b7 Autistic Spectrum Disorder
\nBelow, we have endeavoured to provide an overview of these most common learning needs that we encounter in school.<\/p>\n

Dyslexia<\/strong>
\nDyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities.
\nCo-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.
\nThe following website provides some excellent information if you child has dyslexia or if you have any concerns:
\nhttp:\/\/www.parentchampions.org.uk\/<\/a>
\nhttps:\/\/www.dyslexiaoutreach.co.uk\/resources\/strategies-for-parents\/<\/a>
\n\"\"<\/a><\/p>\n

Dyscalculia<\/strong>
\nDyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.
\n\"\"<\/a><\/p>\n

Behaviour Emotional Social Difficulty (BESD)<\/strong>
\nThe SEN Code of Practice describes BESD as a learning difficulty where children and young people demonstrate features of emotional and behavioural difficulties such as: being withdrawn or isolated, disruptive and disturbing, being hyperactive and lacking concentration, having immature social skills or presenting challenging behaviours arising from other complex special needs.
\nThis term includes children and young people with emotional disorders and conduct disorders\/hyperkinetic disorders (including attention deficit hyperactivity disorder, ADHD). Furthermore, children and young people may have behavioural difficulties that are less obvious, for example, those with anxiety, who self-harm, have school phobia or depression and those whose behaviour or emotional wellbeing are seen to be deteriorating.
\n\"\"<\/a><\/p>\n

Cognition and Learning<\/strong>
\nGeneral learning difficulties may show themselves in the following ways: low levels of attainment across the board in all forms of assessment including baseline assessments; difficulty in acquiring skills (notably in and numeracy) on which much other learning in school depends; difficulty in dealing with abstract ideas and generalising from experience; a range of associated difficulties, notably in speech and language and in social and emotional development.
\n\"\"<\/a><\/p>\n

Physical<\/strong>
\nThe term \u2018physical disabilities\u2019 is broad and covers a range of disabilities and health issues, including both congenital and acquired disabilities. Within that range are physical disabilities or impairments that interfere with a child\u2019s ability to attain the same developmental milestones as his or her peers.
\nAn example of this is dyspraxia \u2013 a problem with the body\u2019s system of motion that interferes with a person\u2019s ability to make a controlled or coordinated physical response in a given situation.
\n\"\"<\/a><\/p>\n

Speech and Language<\/strong>
\nSpeech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding.
\n\"\"<\/a><\/p>\n

Autistic Spectrum Disorder<\/strong>
\nAutism Spectrum Disorder (ASD) is a life-long developmental disability that affects the way a person is able to communicate and relate to people around them. Some people with ASD will have learning disabilities. Others have average or above-average intelligence: included in this group are those with Asperger\u2019s Syndrome (or high-functioning autism). Recognised characteristics of ASD: communication impairment (problems with word usage and understanding), difficulties with social skills and empathy with others, a narrow range of interests and difficulties with imagination, a developmental disorder which begins before age three and affects all aspects of life.
\n\"\"<\/a><\/p>\n

Support for Parents and Carers<\/strong><\/p>\n

The Neurodiversity Service<\/strong>
\nThe Children\u2019s Neurodiversity service includes the following core services:
\n\u2022 The Front Door Team
\n\u2022 Autism (ASD) & Attention Deficit Hyperactivity Disorder (ADHD) assessment and screening service
\n\u2022 Children\u2019s Community Team for Learning Disabilities (CTLD)
\n\u2022 Children\u2019s Sensory Service
\n\u2022 Children\u2019s SEND Sleep Support Service.
\nhttps:\/\/www.humber.nhs.uk\/Services\/hull-and-east-riding-childrens-neurodiversity-service.htm<\/a>
\n\"\"<\/a><\/p>\n

FISH<\/strong>
\nFISH services were set up as part of the Special Educational Needs (SEN) Code of Practice. Every Local Authority must provide Parent Partnership services to parents and carers of children with Special Educational Needs in their area. FISH provides free and impartial information, support and advice about education issues so that parents can be fully involved in decisions about their child\u2019s education.
\nhttps:\/\/www.eastriding.gov.uk\/living\/children-and-families\/families-information-service-hub\/<\/a>
\n\"\"<\/a><\/p>\n

SENDIASS<\/strong>
\nSENDIASS offers impartial, confidential information, advice and support for parents and carers of children and young people (aged 0-25) and children and young adults (up to the age of 25) with special educational needs or disabilities.
\nhttps:\/\/www.eastridingsendiass.org.uk\/<\/a>
\n\"\"<\/a><\/p>\n

British Dyslexia<\/strong>
\nThe British Dyslexia Association (BDA) is the voice of dyslexic people. We aim to influence government and other institutions to promote a dyslexia friendly society, that enables dyslexic people of all ages to reach their full potential. The BDA promotes early identification of specific learning difficulties (SpLD) and support in schools to ensure opportunity to learn for dyslexic learners.
\nhttps:\/\/www.bdadyslexia.org.uk\/<\/a>
\n\"\"<\/a><\/p>\n

The National Autistic Society<\/strong>
\nThe National Autistic Society are the leading UK charity for people with autism (including Asperger syndrome) and their families. They provide information support and pioneering services and campaign for a better world for people with autism.
\nhttps:\/\/www.autism.org.uk\/<\/a>
\n\"\"<\/a><\/p>\n

ADDISS<\/strong>
\nThe National Attention Deficit Disorder Information and Support Service provide people-friendly information and resources about Attention Deficit Hyperactivity Disorder to anyone who needs assistance – parents, sufferers, teachers or health professionals.
\nhttp:\/\/www.addiss.co.uk\/<\/a>
\n\"\"<\/a><\/p>\n

Downright Special<\/strong>
\nA very informative website for parents\/carers regarding the support that Downright Special give to local families and information about Down Syndrome.
\nhttps:\/\/www.downrightspecial.co.uk\/<\/a>
\n\"\"<\/a><\/p>\n

Fetal Alcohol Spectrum Disorder<\/strong>
\nThis is a useful website offering a wealth of information around Fetal Alcohol Spectrum Disorder.
\nhttps:\/\/nationalfasd.org.uk\/<\/a>
\n\"\"<\/a><\/p>\n

National Deaf Children’s Society<\/strong>
\nAn informative website for families who are affected by hearing impairments.
\nhttps:\/\/www.ndcs.org.uk\/<\/a>
\n\"\"<\/a><\/p>\n

BBC Dancemat Typing<\/strong>
\nA free BBC website with an introduction to touch typing for children aged 7 to 11.
\nhttps:\/\/www.bbc.co.uk\/bitesize\/articles\/z3c6tfr<\/a>
\n\"\"<\/a><\/p>\n

BBC Bitesize<\/strong>
\nA well regarded free site.
\nhttps:\/\/www.bbc.co.uk\/bitesize<\/a>
\n\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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