The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

Learn More

pull-out button for trust tab

The Richmond Primary Academy

We are working to ensure that high expectations and standards serve every pupil within our academy community.

SEN&D

Miss Newson is our Special Educational Needs and Disabilities (SEN&D) Co-ordinator (SENDCO).

She is available for contact through the school office.

 

What should I do if I think that my child might have SEN&D?

Contact your child’s class teacher in the first instance to discuss any concerns.

Together you can then decide on a plan of action.

The SENDCO will be informed and, if appropriate, the child will be placed on the Special Needs Register.

Targets may be put together or outside agency may be requested, depending on the needs of the child.

How might the academy respond to my concerns?

Initial concerns may be discussed at parent consultations.

Further meetings may take place with or without the SENDCO, depending on the needs of the child.
Assessments or observations may be requested by external agencies to support with setting suitable targets.

A termly support plan, called an Individual Education Plan (IEP), will be put together, if your child appears to have special educational needs, including specific targets. The plan will be shared with the pupil, parents and supporting adults, and the targets will be reviewed with pupils and parents every three months.

What will the academy do to decide if my child needs extra support?

Decisions would be made based on both formal and informal methods including:

  • Adult observations over a period of time (by class teachers, teaching assistants, midday supervisors, etc)
  • Monitoring data (collected and analysed every term)
  • Pupil discussion - to identify if they find something particularly challenging, including something academic or related to communication, social, emotional, behavioural or physical development
  • Discussion with parents

What might extra support look like?

  • Scaffolds to support children access the learning in class so that they access abroad and balanced curriculum
  • Different intervention groups (extra learning sessions)
  • External agency support
  • Individuals, such as teaching assistants, may give one-to-one support in cases where the needs of a child are complex and severe
  • Specific classroom resources to support learning where necessary

 

Here is the link to our SEND local offer: Lincolnshire County Council

Show list Show Grid

 

  •