Our SEN Provision

There are four broad areas of special educational need, these are: 

• Communication and Interaction
  This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
• Cognition and Learning
  This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
• Social, Emotional and Mental Health Difficulties
  This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
• Sensory and/or Physical Difficulties
  This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

The kinds of SEN that are provided for:

At Beamish Primary School, we have experience of supporting children and young people with a wide range of need including:

Communication and Interaction

• Speech, Language and Communication Needs (SCLN)
• Autism Spectrum Condition (ASC)

Cognition and Learning

• Moderate Learning Difficulties (MLD)
• Specific Learning Difficulties (SpLD)

Social, Emotional and Mental Health Needs

• Mental Health Difficulties
• Social and Emotional Needs

Sensory and/or Physical needs

• Gross and Fine Motor Needs
• Sensory Processing Needs
• Hearing Impairments
• Visual Impairments
• Physical Disability
• Attention Deficit Disorder (ADD)
• Attention Deficit Hyperactivity Disorder (ADHD)

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

Our approach to teaching children & young people with SEN

At Beamish Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs. At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum Beamish and Pelton Federation remain committed to:

• A range of teaching and learning styles
• Differentiated learning materials
• Access to ICT and Technology
• Additional in class support
• Additional out of class support
• Up to date staff training on Special Educational Needs & Disabilities developments
• Many Enrichment and Enjoyment opportunities to stimulate and motivate learning
• Flexible groupings – including small group support work
• A creative topic based curriculum
• The Restorative Approach to behaviour management
• A Nurture group facility
• Mentoring and counselling
• A broad range of inclusive extra-curricular activities
• Assessment procedures that emphasise pupils’ strengths and achievements
• Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.

How we identify, assess and review children with special educational needs

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:

• Work in partnership with parents/carers, pupils
• Consult with relevant external agencies
• Use assessment tools & materials
• Use observations
• Use Short Notes
• Other

SEN Support

Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.

This means that we will: 

• Assess a child’s special educational needs
• Plan the provision to meet your child’s aspirations and agreed outcomes
• Do put the provision in place to meet those outcomes
• Review the support and progress

As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and child/YP (where appropriate) views are integral to the this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. The purpose of an EHCP is to make special educational provision to meet special educational needs of the child or young person, to secure the best possible outcomes for them across education (SEND Code of Practice p.142). It is a legal document that describes a child or young person’s special educational, health and social care needs.

For more detailed information see the Local Offer

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents and other agencies if necessary.

It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for additional help.

Details of Identification and Assessment of Pupils with SEN

The progress of all children is monitored closely through a range of assessment procedures and internal tracking. Detailed assessments and target tracking ensure that all learners achieve and make progress at the Beamish & Pelton Federation. Pupil assessment are carried out each half term and those children needing extra support and/or are underachieving are identified. Individualised interventions and support plans are put into place to accelerate progress.

Children with Special Educational Needs are often assessed used PIVATs. PIVATs break down levels into small steps and are used as a tool to support academic and social assessment. Progress of the child is closely monitored by the SENCO and class teacher in order to evaluate the effectiveness of the support and interventions being delivered. This information is shared with the parents and the child, where appropriate. Teachers, children and parents meet termly to discuss the child’s progress and targets are set for the forthcoming term.

How children with SEN engage in all activities?

We do our best to ensure that all children can access all things as best as we can. We do not see SEND as a barrier to accessing the full curriculum and ensure that children with SEND are fully included in all activities in order to promote the highest levels of achievement.

For example, if a child had a physical disability, they can always be incorporated in to a PE lesson with adaptation and effort; we make that effort. We are prepared to seek advice, resources, equipment and training when needed in order to provide quality-learning experiences for our children. Over the last 24 months, our training has featured heavily on autism, ADHD, Speech, and language, prevalent aspects of SEND, which we are currently supporting children with.

At Beamish Primary we consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met.

At the Beamish Primary we believe every person should be treated equally and with respect. As long as this school is the best place to meet the needs of an individual child, he/she will be admitted and every care taken to ensure appropriate access to the full curriculum. As far as possible the physical needs of every child and adult will be catered for.

There are members of staff in school who are first aid trained and members of staff who are trained in administering prescribed medication to children. All medication is stored in a locked cupboard away from children.

Children with additional medical needs may have a care plan written in conjunction with the school nurse. The school endeavours to cater for all medical needs as practically possible and will request any additional training that is required.

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

How we evaluate the effectiveness of SEN Provision

We continuously ensure the provision has a positive impact on the outcomes for all of our children/young people. We do this in a variety of ways, including:

• Robust evaluation of policy and practice
• Book scrutinies
• SENCO/SLT/Governor monitoring
• Learning walks
• Performance management
• Other