Special Educational Needs

If your child does not make appropriate progress we will want to find out why. It may be that short term extra support is required following a period of illness. Longer term help may be required if your child has learning difficulties or special educational needs.

By closely monitoring progress, especially in basic literacy and numeracy, we hope to identify children having difficulties as soon as possible. A range of provision is made for children who may have learning and/or physical difficulties.

The school’s Special Needs policy provides further details and is available upon request. The class teacher will cater for the individual needs of each child, supported by the school’s Special Educational Needs Coordinator (SENCO), relevant outside agencies and classroom assistants where made available by EA.

Additional teaching may be provided within the school and we have a number of successful intervention programmes in operation, catering for a range of needs. Whatever arrangements are proposed, you will be fully consulted. Your support and encouragement will be a key element in helping your child make appropriate progress.

What is SENCO?

SENCO (Special Educational Needs Coordinator) is a designated teacher responsible for the day to day operation of the school’s Special Educational Needs Policy.

This includes liaising with teachers, parents and other relevant professionals, maintaining the school’s Special Educational Needs Register, and ensuring that all teachers are trained to meet the special educational needs of pupils in the school.

Definition of SEN

Extracts from the 1996 Education (NI) Order 1996, Part II Children with SEN:

3(1) For the purposes of the Education Orders a child has “special educational needs” if he has a learning difficulty which calls for “special educational provision” to be made for him.

 

(2) For the purposes of this Part, subject to paragraph (3), a child has a “learning difficulty” if –

a) he has significantly greater difficulty in learning than the majority of children his age,

 

(4) In the Education Orders, “special educational provision” means – educational provision which is “additional to” or, “otherwise different from”, the educational provision made generally for other children of his age in an ordinary school”

The NI Code of Practice

Schools follow The Code of Practice which addresses the identification, assessment and provision made for all children who may have special educational needs at some time in their school careers, or even earlier. You can view an electronic version of the code of practice using the link below:

https://www.education-ni.gov.uk/publications/code-practice-identification-and-assessment-special-educational-needs

Supplement to the code of practice
https://www.education-ni.gov.uk/publications/code-practice-identification-and-assessment-special-educational-needs

Stages of the Code of Practice
The EA website explains each stage of the Code of Practice and these can be viewed in the link below.
https://www.eani.org.uk/parents/special-educational-needs-sen/stages-of-the-code-of-practice