SEN & Disabilities
Thank you for taking the time to visit the Special Educational Needs and Disabilities (SEND) section of our website. All pupils at Harris Primary Academy Mayflower have the right to achieve their maximum academic and social potential. At the Academy we believe that all students have learning differences rather than learning difficulties and it is our policy to identify and assess these differences and ensure that learning is supported and differentiated to ensure outstanding progress is made by all students.
We offer a range of support to develop teachers expertise and additional support within the classroom, this includes; drop-in sessions, in class training and observations from the SENCO, as well as specialist advice/input within the classroom. We also have a learning resource base in the Academy where students can access specialist intervention as appropriate.
You will find detailed provision maps of what Harris Primary Academy Mayflower can currently offer for your child, depending on their needs and the support they require. If you have any additional questions, concerns or worries, please do not hesitate to contact a member of the SEND team.
The terms School Action, School Action plus and Statement will no longer apply.
Under the new Code, children with complex SEN will be given an Education Health Care plan (EHC plan). For some children this will mean being educated in specialist provision. Where it is felt these children can still be educated in a mainstream setting, the support outlined in the EHC plan will be provided by the school in collaboration with the Local Authority (LA).
It will be the school’s responsibility to provide for all other children with additional needs.
SEN will be categorised under four main headings: Communication and Interaction which includes Speech, Language and Communication needs and Autistic Spectrum Disorders, Cognition and Learning, including Specific learning Difficulties, Social, Emotional and Mental Health and Sensory Needs which are hearing and visual impairments.
The Code of Practice explains that once a potential SEN is identified, four types of action are needed to put effective support in place. These actions form part of a cycle through which decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and what supports the pupil to make good progress.
This process is known as the ‘graduated approach’. The four actions are:
- Assess: the class teacher and SENCO/ SEN teacher should clearly analyse a pupil’s needs before identifying a child as needing SEN support.
- Plan: parents must be notified wherever it is decided that a pupil is to be provided with SEN support. Teachers, SENCO/SEN teacher and parents should collaborate on problem solving, planning support and strategies.
- Do: Implement the agreed support and set a date for review
- Review: the effectiveness of the support should be reviewed in line with the agreed date
Our plan
For most children at Harris Primary Academy Mayflower, their needs will be met through quality first teaching with clear differentiation. Where more targeted support is required we will continue to involve outside agencies such as Educational Psychologists and Speech and Language therapists and use their advice to consider how best to support a child. Should it become apparent that the targeted support within school is still not efficient; the school is able to apply for additional funding to support that child. It would be at this stage that an EHC plan may be considered.
Our aim will be to provide support in school where it is most needed.
Our SEN teaching Assistants will continue to provide support; although this will be more class based its aim will be to help identified children make progress in certain areas relating to maths or literacy. It will continue to be delivered on a half termly basis.
For those children with more specific needs, requiring additional support, this will be provided by one of our SEN team .
They will deliver a half term’s intensive programme to identified children working towards clearly identified targets. The intervention will be delivered in the way that best suits the child or children involved.
For all children their progress will be reviewed regularly.
‘The Local Offer’ For our academy can be found below and details what we are able to provide for pupils with a special educational need or disability.
The Thurrock Local Offer can be found by clicking the link below:
https://www.askthurrock.org.uk/kb5/thurrock/fis/localoffer.page
Complaints Procedures
If any parent is concerned about the provision for SEND in the Academy they should contact the SENCO in the first instance. The SENCO will deal with the matter or refer it to the appropriate person.
Should the parent not be happy with the outcome, the complaint should put in writing and addressed to the Principal- Ms Katie Hanley.
You may also contact the School Governor with responsibility for SEND. Her name is
Mrs M Cunningham. She can be contacted via email through the school office.
If you have any questions or queries please do not hesitate in contacting me.
Best wishes
Cheryl Lopez and Aice English-
SENCOs Harris Primary Academy Mayflower
The SEN Code of Practice key changes
The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN
- There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
- There is a stronger focus on high aspirations and on improving outcomes for children and young people
- It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
- It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
- For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
- There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood
To see the SEN Code of Guidance, please visit https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/325875/SEND-Code_of_Practice-June2014.pdf
