Knighton Fields Is Proud To Be An Inclusive Academy
Special Educational Needs & Disabilities (SEND)
Knighton Fields is Proud To Be An Inclusive Academy
Knighton Fields Primary Academy is proud to be an inclusive school, valuing the individuality of all children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations of all our children. The achievements, attitudes and well-being of all our children matter.
This page shares the policies and practices that we have in place to ensure these aspirations become apparent.
Changes To SEN
The changes in the Children and Families Bill affect the way children with special educational needs (SEN) are supported in schools. The new approach began in September 2014 and places pupils at the centre of planning. The key principles of the new legislation are:
- Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and feed back to the school on the young person’s progress.
- Education, health and care plans (EHC) will replace statements of special educational needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years).
- School Action and School Action Plus will cease and be replaced by a single school-based category for children who need extra specialist support.
A copy of Knighton Fields Primary Academy’s SEND Report 2017, can be located below:
As a school we are mindful of and comply with the LA Expectations of Schools, which outlines the key ways which pupils should be supported in class, along with expected equality duties shown in the school Single Equality Policy.
This section outlines a range of policies confirming the support we give identified pupils to address their additional needs. Different interventions and approaches are used to address specific areas and we would look carefully at your child’s individual needs when deciding how best to support your child and which of the interventions to use.
Click on the below links to view the relevant policy.
Local Offer – How Can The Local Offer Help?
We can help you find services for children and young people with SEND up to the age of 25. You can start finding services by searching on this website.
In addition to helping you find services, the Local Offer:
- Helps you understand what schools and service providers are required to do for SEND children and young people
- Helps the parents and carers of young people with SEND find support for themselves
- Clarifies who is responsible for services for SEND children and young people
- Gives you the information you need to ensure your SEND child can thrive
Click here https://mychoice.leicester.gov.uk
Links for Parents
- Some children may be working below age expected levels in Literacy and Numeracy which would indicate extra support may be needed. Some children may have specific learning difficulties e.g. dyslexia. Children may also have low scores on standardized tests e.g. reading/spelling age. It is important to remember that slow progress and low attainment does not necessarily mean that a child has special educational needs. However, it may be an indicator of a range of learning difficulties or disabilities. Equally it should not be assumed that attainment in line with age expected levels means that there is no learning difficulty or disability
- Information passed from a child’s previous school may indicate that a child has a difficulty and support will need to be continued.
- Reports received from e.g. doctors, educational psychologists, special needs teaching service, speech and language therapists may recommend specific support.
- We always take into account information given by parents.
- We listen to concerns expressed by the child.
After completing an assessment period, Teachers identify children to complete an ‘Early Monitoring form’ which will be discussed with parents and the Special Educational Needs Co-ordinator. Appropriate next steps for the child will be planned for and parents are actively encouraged to be involved in the decision making process.
- Educational Psychologist
- Communication and Interaction Support
- Service (also Early Years Special Needs Teaching Service)
- Learning and Autism Support Team
- Social, Emotional and Mental Health Support Team
- Education Welfare Officer
- Visual / Hearing Support
- Speech and Language Therapy
- Medical – referrals to paediatricians via the GP
- School Nurse
- Social Care and Safeguarding
- Sure Start
- ADHD Solutions
- Parent Partnership