SEND Information Report

SENDCO: Mr J Dooris (head teacher)

This page provides information about the support offered to pupils and parents from initial concerns about special educational needs and disability through to statutory assessment. Below you will also find the schools SEND policy.

Within New Marske Primary School around 10% of pupils are registered with a Special Educational Need or Disability with just over 1% of pupils having an Education and Health Care Plan. This is broadly inline with national averages.

When splitting the school’s SEND cohort into the broad area of need most pupils have communication and interaction needs which covers areas such as speech and language development issues.

Within school a range of structures are in place to support pupils with SEND. This includes the early identification of needs through quality first teaching. Prior to any pupil being placed onto the school’s SEND register, various levels of support are put into place by the class teacher. This could include strategies such as working in a small group or on a one to one basis with the teacher or teaching assistant. Other interventions could include support through online programmes such as Lexia or IDL, or via external resources such as The Link, a local organisation which supports the mental wellbeing of children and young people.

Every term teachers report on the progress made by all pupils with a specific focus on pupils who require any additional support. This is recorded on the termly provision maps and provides the class teacher and SENDco with a record of the support put in place for pupils and the impact that support has on their attainment.

If a pupil continues to require addition needs, a meeting is held with the SENDco to see if any additional support can be put in place to support the pupil. This could mean that the pupil is placed onto the SEND register, with a support plan put in place by the class teacher to further support the pupil. The support plan provides more details about the specific steps, as well as any additional support that can be provided to support the pupil. This document is shared with parents and is discussed during the termly parents evenings. At this point, applications to the local authority’s resource and support panel could be made which could allow access to assessments, additional funding or support from the specialist teaching service. Pupils are also involved at this stage, working with the class teacher to develop a child centered Individual Education Plan.

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