Special Educational Needs and Disability
Here at Ocker Hill Infant and Nursery School the Special Educational Needs Co-ordinator (SENCo) is Michelle Bailey.
At Ocker Hill Infant and Nursery School our job is to help your child achieve the very best they can. We pride ourselves on our welcoming atmosphere and open door policy as well as strong home school links. We hope that you feel able to come and ask any questions you have regarding support for your child. You know your child best and you may feel that they need some additional help or support for some or all of their time at school
Here at Ocker Hill Infant and Nursery School; we completely pride ourselves in meeting the needs of ALL children in school. Proudly, we teach a broad, balanced and enriched curriculum that helps every individual reach his or her potential in a healthy, happy and safe environment.
Children with Special Educational Needs and Disabilities (SEND) are highly valued and are supported by a team of experienced teaching and support staff. Our dedicated staff ensure that a child’s individual challenges are supported and monitored so that every child makes progress, academically, socially, physically and emotionally.
If you have any questions relating to the Special Educational Needs provision here at Ocker Hill Infant and Nursery please contact Miss Bailey on
0121 556 1119 or email firstname.lastname@example.org
The Local Authority Inclusion team and SEN department help the school to support families of disabled children and children with SEN.
All Local Authorities are required to publish information on ‘the Local Offer’ about all SEND services, along with details of any eligibility for specialist services and a signpost to support for those who do not meet thresholds. Visit their website here to access this information.
Broad Areas of Need
COMMUNICATION AND INTERACTION
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
COGNITION AND LEARNING
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where some children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
SOCIAL, EMOTIONAL AND MENTAL HEALTH DIFFICULTIES
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools.
SENSORY AND/OR PHYSICAL NEEDS
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health.
We look forward to working with you
SEND Home Learning
If your child has SEND or an EHCP some of these activities will be really useful for you use at home.
Policies and Plans
Sandwell Parents for Disabled Children - Sandwell Parents for Disabled Children
Identification using the Graduated Approach alongside the SEN Code of Practice (2015)