Special Educational Needs and Disabilities
Please follow this page for the latest SEN-D information and changes to National and Local SEN-D offer, policy and guidance.
In this section of the website we will outline the changes to Special Educational Needs and Disabilities (SEN-D) and what it means for our children at Great Chart Primary.
As of September 1st 2014 a new Code of Practice for children with Special Educational Needs and Disabilities was introduced by the Government with statutory guidance for schools following the changes made to the “Children and Families Act 2014”.
Part of the changes made include a requirement that all local authorities produce a “Local Offer” outlining what the authority offer to support children with SEN-D. You can find this by clicking on the following link: http://www.kent.gov.uk/education-and-children/special-educational-needs
As a school we are also required to set out our own “Local Offer” setting out what our school will do to support children with SEN-D. This will be set out in our new SEN-D Policy and Information Report.
A “Parents Guide” to the new SEN code of Practice outlines what provision should be made by schools. http://www.gov.uk/government/publications/send-guide-for-parents-and-carers
Mainstream Core Standards
Kent have published a new SEND Mainstream Core Standards guide as well as a Parent version:
Autism Education Trust
We regularly review the school's training programme and CPD for staff to ensure we can deliver high quality support for all Children with Send.
As part of our support for children with Autism our whole school has completed / accessed the Autism Education Trust, Making Sense of Autism Module.
This is an awareness-raising module for all staff in the school community. The module provides participants with an introduction to autism and the reasonable adjustments that need to be considered when working with autistic pupils.
After completing ‘Making Sense of Autism’, participants will be able to:
- Understand the importance of getting to know the pupil as an individual.
- Approach autism as a difference rather than as a disorder or impairment.
- Understand the importance of identifying the strengths and needs of autistic pupils.
- Know how three areas of difference can affect autistic pupils.
- Appreciate how important it is to listen to and learn from the perspectives of autistic pupils.
- Reflect on and implement reasonable adjustments to support autistic pupils you work with.