Special Educational Needs and Disabilities

At Orchard, we provide all children with the opportunities, experiences, nurture and belief that will enrich their education and embed an ethos of inclusion and achievement for all.

Ensuring that our children achieve their potential, irrespective of their special educational needs or disabilities (SEND), is at the heart of our inclusive practice. Every child contributes to our school community and their wellbeing development, achievement and happiness is central to this.

We believe that every teacher is a teacher of every child or young person, including those with SEND. If children are not able to ‘learn the way we teach’ then we must ‘teach the way they learn’. We believe that good practice for pupils with special educational needs is good practice for all.

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Identification of SEND

Children and young people are identified as having SEND if they do not make adequate progress through quality first teaching.

A whole school system is followed by all teaching and support staff for the identification of learning need.

The identification of SEND is built into the overall approach to monitoring the progress and development of all pupils through the school’s Policy on Teaching and Learning.

On-going, daily formative assessment of children’s achievement and excellent knowledge of every child is the start of every teachers’ understanding of learning need. If children are struggling or finding their learning difficult, teachers are skilled and quick to identify support and additional need consideration. Frequent and close monitoring of progress data by both teachers and Senior Leaders ensures that no child is left behind.

Class teachers discuss any concerns with the SENDCO and/or principal. If further action is deemed necessary, then the child’s parents/carers are informed.

In most cases, pupils are only identified as SEND if they do not make adequate progress once they have been given good quality personalised teaching, access to adaptations and intervention.

 The SEND Code of practice specifies four broad areas of need:

  • Communication and Interaction (including Autism Spectrum Disorder)
  • Cognition and Learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs.

Other factors may impact on progress and attainment: attendance and punctuality, English as an Additional Language, being a Looked After Child, health and welfare, being in receipt of Pupil Premium, Disability (the Equality Act and the Code of Practice state that schools and settings have a duty to make ‘reasonable adjustments’ – these alone do not constitute SEND).

Our Graduated Approach to SEND support

Class and subject teachers are accountable for the progress and development of children and young people in their class.

They oversee the work of any support staff in their lessons and, with support from the SENDCo, collaborate with any specialist staff. Their planning takes additional adult support into account and is discussed with those staff.

The starting point for meeting all learning needs is quality first teaching.

Our graduated approach is explained below:

  • The precursor to SEND Support begins if a child is not making progress in line with both national age related and individual expectations. All teachers follow a whole school progression expectation guidance document to determine this.
  • This stage is called the Monitoring Stage where the children are placed on a Monitoring Register and the class teacher implements differentiated learning materials, additional support and a more personalised approach to their individual needs. If deemed necessary the child may receive an additional intervention aimed to support the children to ‘catch up’. Parents are informed by the class teacher at this stage about their child receiving additional support.

  • Children will be Monitored by the class teacher and SENDCo through the Monitoring Register for a term. If sufficient progress is made, the child will come off the Monitoring Register.

  • If the learning need continues and adequate progress is still not made after a term of Monitoring, a meeting with the SENDCo, class teacher and parents will be held to decide if there is sufficient evidence to show that the child has a special educational need. The SENDCo will also observe the child in class and look at a wide range of progress data to consider their learning.

  • If a child is identified as having SEND they will then be placed on the SEND Register as SEND Support.

More information about our SEND provision and procedures can be found by clicking on the links below:

Please see how we aim to meet the accessibility needs of children with disabilities by clicking on the Accessibility Policy below:

Accessibility Policy

If parents/carers have any concerns about a child please contact our SENDCo Mrs Vanessa Beckerson via the school office: