At Devonshire Hill we make provision for children with Special Educational Needs (SEN) within each of the four categories defined in the 2014 SEN Code of Practice:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical
Communication and Interaction
We have a number of pupils who experience speech and language difficulties. Consequently we have skilled Teachers and Teaching Assistants who support children with their speech and language difficulties. This may include pupils who find it difficult to understand and or process what others are saying or have difficulties with fluency or forming sounds, words or sentences. We have a range of resources which are used to support children’s speech and language development and we take advice from health professionals who specialise in Pediatric Speech & Language, this includes Teachers and Therapists.
Cognition and Learning
We support children with cognition and learning difficulties through high quality teaching and an effective application of a differentiated curriculum. This includes children with Specific Learning Difficulties such as dyslexia (specific difficulties with reading or spelling) dyscalculia (specific difficulties with number and mathematics) or dyspraxia (specific difficulties with coordination). We also support children with moderate learning difficulties and children on the Autistic Spectrum. We support children by differentiating activities into smaller achievable parts; providing appropriate resources including the use of technology or multisensory activities and through providing adult including teacher support
Social, Emotional and Mental Health
For some children, difficulties in their social and emotional development can mean that they require additional or different provision. We support these children through pupil mentoring and social skills groups. We involve outside agencies such as the Educational Psychologist and CAMHS (Child and Adolescent Mental Health Service) as appropriate.
Sensory and/or Physical
We work closely with other professional agencies to provide support and advice for children in our school who have sensory or physical difficulties. Where necessary we make adaptations to the curriculum or environment in order to make lessons and learning opportunities accessible. We hold regular meetings with outside agencies and parents to review the approaches that are in place.
Children are identified as having, or potentially having Special Educational Needs through a variety of ways some of which include the following:
- Learning and or other concerns raised by parents/carers.
- Learning and or other concerns raised by school staff for example behaviour or self-esteem is affecting performance.
- Performing and or developing below age expected outcomes and milestones.
- Liaison with external expert agencies, e.g. Educational Psychology Service.
- Health diagnosis through a paediatrician or other suitably qualified person.
- Liaison with previous school or setting, if applicable.