SEND
Our SEND Information Report and SEND policy detail our statutory duties and our day to day procedures. The Information Report and SEND policy can be found in the school policies page.
There is also a wealth of information within our Parent Padlet and families are strongly encouraged to have a look at this.
Barking and Dagenham Local Authority also publishes a Local Offer on its website. This sets out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND. It also explains the procedures for requesting an Education Healthcare Plan (EHP) assessment.
The information below is provided in order to answer Frequently Asked Questions.
Who should I contact to discuss a concern about my child or the needs of my child?
In the first instance, you should speak with the class teacher or Head of Year.
If there is an ongoing SEND concern, then please get in touch with the school SENCO:
Miss. L Sturgeon, SENDCo - sturgeonl@eastbrookschool.org
Who in the school has SEND responsibilities?
Teachers are responsible for:
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Checking on your child’s progress and identifying, planning and delivering any additional help your child may need (Such as targeted work or additional support) and letting the Special Education Needs Coordinator (SENCo) know as necessary.
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Providing specific feedback to your child on what they have achieved and how they can progress through regular marking (Orally or written) of your child’s work.
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Communicating with parents specific targets set and support implemented and reviewing these at Parents Evenings and/or specific SEN meetings.
The SENCO, is responsible for:
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Coordinating all the support for students with special educational needs and/or disabilities (SEND) and developing the school’s SEN Policy to ensure all children receive a consistent, high-quality response to meeting their needs in school.
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Ensuring that parents are: involved in supporting their child’s learning, kept informed about the support their child is receiving, and involved in reviewing how their child is doing.
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Liaising with all the other professionals who may be coming into school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology, etc.
The Headteacher, is responsible for:
- Supporting the whole school to evaluate and develop the quality and impact of provision for students with SEN across the school.
The SEN Governor is responsible for:
- Ensure that the necessary support is made for any student who attends the school and has been identified with SEN.
How can my child get help in school?
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Students in school will receive support that is specific to their individual needs. This may be all provided by the class teacher or may involve:
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Other staff in the school – e.g. Specialist Teaching Assistant.
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Staff who will visit the school from the Local Authority Advisory Service, such as the Autistic Spectrum Condition (ASC) Outreach Team.
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Staff who visit from outside agencies such as the Speech and Language Therapy (SALT) service or Educational Psychology (EP) service.
My child has an intervention -what does that mean?
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This means that the student is accessing extra support, this may be 1:1 or small group support and it may be short term (for a half term) or in a minority cases it may be longer term support. Interventions will target the main areas of need and may be in areas such as Literacy, numeracy, Social Skills, Speech and Language etc.
What if my child requires further specialist support?
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If family or school have identified that further support is required, school will work in partnership with families in regards to onward referrals.
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Before referrals are made, you will be asked to discuss your child’s progress and help plan possible ways forward.
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Once a way forward has been agreed, the school may seek specialist support in the form of a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself better understand your child’s particular needs.
I think my child requires an EHCP -what should I do?
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If school feels that an EHCP Needs Assessment is required, they will discuss this with families.
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Families can also make their own application for a Needs Assessment. This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer on the LBBD website.
How will the school support my child with identified SEN when starting school?
- We will use the information available to us (conversations with families and information from primary schools) as well as observations and SEN screening and assessments to determine the level of support required. All pupils on our SEN register will have a pupil passport which contains an overview of their needs, suggested strategies to support as well as any reasonable adjustments required. Pupil passports are shared with teaching and support staff. We ask that families update the school with copies of records, diagnosis and appointments.
How will the school let me know if they have any concerns about my child’s learning in school?
- If the school have concerns, these will be shared via telephone, email or in person.
How is extra support allocated to students?
- The majority of needs are met via Quality First Teaching and classroom adaptations. In a minority of cases, a pupil will require extra support which is determined by an EHCP.
How will the school support my child when they leave this school?
We recognise that ‘moving on’ can be difficult for a child with SEN and take steps to ensure that any transition is as smooth as possible.
If your child is moving to another school:
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We will make sure that all records about your child are passed on as soon as possible.
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We invite the SENCo to see your child in school.
