SEND

At Stanwix Primary School, one of our key values is Belonging and we are committed to ensuring that every child is celebrated for their strengths, feels valued, included and supported to achieve their full potential. We recognise that children learn in different ways and that some children may require additional provision, adaptations or specialist support to help them thrive both academically and socially.

We believe that all children should have access to a broad, balanced and ambitious curriculum, regardless of their starting point or individual needs. Through high-quality teaching, careful monitoring and strong partnerships with families, we work to remove barriers to learning and help every child achieve success.

Our approach is guided by the SEND Code of Practice and is underpinned by a commitment to inclusion, early identification and personalised support.

Our SEND Coordinator

Our SEND provision is led by our Special Educational Needs and Disabilities Coordinator (SENDCo).

SENDCo: Mrs A Shields
Email: a.shields@stanwix.cumbria.sch.uk

If you have concerns about your child's progress, development or wellbeing, please speak to your child's class teacher in the first instance. They know your child best on a day-to-day basis and can discuss any concerns you may have. Mrs Shields, our SENDCo is also available to provide advice and support where needed.

What is SEND?

SEND stands for Special Educational Needs and Disabilities. A child has Special Educational Needs (SEN) if they have a learning difficulty or disability which means they require educational provision that is additional to or different from that normally available for children of the same age.

The four main areas

Children may experience barriers to learning that fall within one or more of the four broad areas of need identified in the SEND Code of Practice. Understanding a child's primary area of need helps us to identify the most effective support, provision and strategies to enable them to succeed. We take a child-centred approach, recognising that every pupil is unique and that strengths and needs can vary over time. By working closely with pupils, families and, where appropriate, external professionals, we ensure that support is tailored and helps every child to access learning, participate fully in school life and achieve their potential.

Communication and Interaction

Children may experience difficulties with speech, language, communication or social interaction, including autistic spectrum conditions.

Cognition and Learning

Children may require additional support with learning, literacy, numeracy, memory, processing skills or specific learning difficulties such as dyslexia.

Social, Emotional and Mental Health (SEMH)

Children may experience difficulties with emotional regulation, anxiety, behaviour, relationships or mental health which impact upon learning and wellbeing.

Sensory and/or Physical Needs

Children may have visual, hearing, physical or sensory processing needs that require specialist support, equipment or adaptations.

Interventions and Additional Support

At Stanwix Primary School, we understand that some children may benefit from additional support beyond high-quality classroom teaching. Interventions are carefully planned programmes and activities designed to address specific areas of need, remove barriers to learning and help pupils make progress.

Interventions are tailored to the individual needs of each child and may be delivered on a one-to-one basis, in small groups or through targeted support within the classroom. The type, frequency and duration of support will depend on a child's needs and are regularly reviewed to ensure they are having a positive impact.

Interventions may focus on areas such as:

Reading, phonics and comprehension
Writing and spelling
Mathematics and number skills
Speech, language and communication
Fine and gross motor skills
Social skills and friendship development
Emotional regulation and resilience
Attention, concentration and learning behaviours

Where appropriate, interventions may be recommended or supported by external professionals, such as Educational Psychologists, Occupational Therapists or Speech and Language Therapists.

Our aim is always to provide the right support at the right time whilst ensuring that pupils remain fully included in the life of the classroom and wider school community.

The SEN Register

The SEN Register is a list of pupils who require SEN Support because they need provision that is additional to or different from that ordinarily available through high-quality classroom teaching.

Being placed on the SEN Register does not necessarily mean that a child has a diagnosis, receives one-to-one support or has an Education, Health and Care Plan (EHCP).

A child may be added to the SEN Register when evidence shows that they:

Have greater difficulty in learning than most children of the same age.
Have a disability that prevents or hinders them from accessing educational facilities generally available to their peers.
Continue to experience barriers to learning despite targeted support and quality-first teaching.
Require ongoing additional provision to help them make progress.

Before a child is placed on the SEN Register, the school will gather information from teachers, parents, assessments and, where appropriate, external professionals. Parents will always be involved in discussions and decision-making.

What does being on the SEN Register mean?

Children on the SEN Register:

Have their needs carefully monitored.
Receive support tailored to their individual needs.
Have clear targets and outcomes identified.
Participate in regular review meetings.
May access specialist advice and support where appropriate.

The SEN Register is reviewed regularly and children may move on or off the register depending on their level of need and progress over time.

Working with Specialist Services

Sometimes additional expertise is needed to help us better understand and support a child's needs. In these situations, and always in partnership with parents, we may involve a range of specialist professionals.

Educational Psychologists (EPs)

Educational Psychologists work with schools, families and children to identify barriers to learning and development. They may:

Observe children in school.
Carry out assessments.
Meet with parents and school staff.
Recommend strategies and interventions.

Their advice can help schools better support learning, behaviour, emotional wellbeing and social communication needs.

Occupational Therapists (OTs)

Occupational Therapists support children to develop practical skills needed for everyday school life. They may provide guidance around:

Fine motor skills and handwriting.
Sensory processing needs.
Coordination and physical development.
Independence and organisational skills.

School staff work closely with therapists and families to implement recommended programmes and activities.

Other Professionals

Children may also receive support or advice from:

Speech and Language Therapists (SaLT)
Specialist Advisory Teachers
Child and Adolescent Mental Health Services (CAMHS)
Paediatricians
School Nursing Services
Early Help and Family Support Services

Working together ensures that children receive joined-up support from education, health and other services where required.

Education, Health and Care Plans (EHCPs)

Most children with SEND have their needs successfully met through SEN Support within school. However, a small number of children may have more complex, severe or long-term needs that require an Education, Health and Care Plan (EHCP).

An EHCP is a legal document issued by the Local Authority following a statutory assessment of a child's needs.

An EHCP outlines:

The child's strengths and needs.
Long-term outcomes.
Educational, health and care provision required.
Any specialist support, resources or funding needed

Partnership with Parents and Carers

We believe that parents and carers know their children best. Strong partnerships between home and school are essential in helping children achieve positive outcomes.

We are committed to:

Listening to parents' views and concerns.
Involving families in decision-making.
Sharing information openly and honestly.
Celebrating progress and achievements together.
Working collaboratively to remove barriers to learning.

Our aim is to ensure that every child feels safe, supported and successful throughout their time at Stanwix Primary School.

Useful Links and Resources

Please find below some useful links and resources for parents and carers.

Cumberland SEND Local Offer

The Cumberland SEND Local Offer provides information about education, health and care services available for children and young people with SEND across the local area.

https://cumberlandsend.co.uk/cumberland-send

Local Support Services

Cumberland Neurodiversity and Emotional Wellbeing Team
Provides advice, guidance and support for children and young people with neurodiverse needs and emotional wellbeing concerns.

https://cumberlandfamilyhubs.org.uk/neurodiversity-and-emotional-wellbeing

Cumberland Family Hub
A valuable source of information, support, services and community opportunities for children, young people and families.

https://cumberlandfamilyhubs.org.uk/homepage

Barnardo's Mental Health Support Team
Provides support, advice and resources to promote positive mental health and emotional wellbeing for children and young people.

https://www.barnardos.org.uk/get-support/services/north-cumbria-mental-health-support-team

National Organisations

National Autistic Society
Offers information, guidance and support for autistic children, young people and their families.

www.autism.org.uk/

Speech and Language UK
Provides expert advice and resources for children with speech, language and communication needs.

https://speechandlanguage.org.uk/

RADLD (Raising Awareness of Developmental Language Disorder)
A charity dedicated to increasing awareness and understanding of Developmental Language Disorder (DLD).

https://radld.org/