SEN
SEND Frequently Asked Questions
- What does Special Education Needs / Disabilities (SEND) mean, and what can the school provide for?
- Who are the best people to talk to in this school about my child’s difficulties with learning or SEND?
- What are the different types of support available for children with SEND in our school?
- How does the school know if pupils need extra help?
- How can I let the school know that I am concerned about my child’s progress in school?
- How will the school let me know if they have any concerns about my child’s learning in school?
- Is the school an Enhanced Resource School and if so, what is this?
- How is extra support allocated to children and matched to pupil’s SEND?
- How do SEND progress in their learning?
- What specialist services or expertise are available at or accessed by school?
- How will teaching be adapted for my child with SEND?
- How is Dunston Primary and Nursery Academy promote equality and inclusion for children with SEND?
- How will I know how my child is doing?
- How does school measure progress?
- What support do we have for you as a parent of a child with SEND?
- How will we support your child when they are joining our school, moving onto to another school or moving to a new class?
- How will we support your child’s emotional and social wellbeing?
- How can I help my child?
- What training have the staff supporting pupils with SEND had?
SEND Access Plan 2020
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Aim |
Current good practice Include established practice and practice under development
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Objectives State short, medium and long-term objectives |
Actions to be taken |
Person responsible |
Date to complete actions by |
Success criteria |
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Increase access to the curriculum for pupils with a disability |
Our school offers an adapted curriculum for all pupils. We use resources tailored to the needs of pupils who require support to access the curriculum. Curriculum resources include examples of people with disabilities. Progress is tracked for all pupils, including those with a disability. The curriculum is reviewed to ensure it meets the needs of all pupils. |
To ensure the curriculum is appropriate and accessible for all pupils.
To ensure the adaptations in place are appropriate and relevant to pupil need.
To ensure all pupils make progress from their start point across the curriculum. |
Quality and Assurance moderation across school included opportunities to address these objectives |
LTa JRo MPa KCo |
Dec 19
Dec 20
Dec 21 |
Quality and assurance documentation some impact of the moderation on outcomes |
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Improve and maintain access to the physical environment |
The environment is adapted to the needs of pupils as required. This includes:
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For commonly used areas (ERS classroom, KS2 playground) to be accessible via disabled access doors as they previously were before building works. |
Liaise with CLT. |
MPa |
July 20 |
Children can independently get to and from areas where possible e.g. electric wheelchair users / using their mobility aids.
An environment which no longer puts staff at risk, having to hold open heavy non-electronic doors, whilst maneuvering child and their equipment through it. |
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Improve the delivery of information to pupils with a disability
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Our school uses a range of communication methods to ensure information is accessible. This includes:
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Ensure the website has features to enable it to be accessible to users with disabilities. |
Incorporate an Accessibility Settings feature to our website. |
JRo |
April 20 |
The website will enable text size and colour schemes to be altered to improve the accessibility. |