Special Educational Needs and Disabilities (SEND)
Milstead and Frinsted C of E Primary School is an inclusive school; we believe that every child should be given the tools they need to succeed. The quality of children’s teaching has the greatest impact on learning but some children may require further support that is additional to or different from others in order to learn best. Some children that have needs which are more complex and will have an Educational Health Care plan. Others may have personalised plans. We believe that, for these children, a teamwork approach is essential. This team includes the child, the parents, school staff and other professionals.
For more information on our admissions arrangements for pupils with SEN or disabilities please read the Kent Admission Policy which is on our Key Information Page.
Mrs Catherine Wickham– Special Educational Needs Coordinator
I am responsible for the co-ordination of Special or Additional Educational Needs throughout the School. It is my job to ensure that all children receive the support and education they are entitled to. This includes ensuring we are following the Code of Practice and consistently delivering our highest possible quality of provision for pupils with SEND, as outlined in our Special Educational Needs Policy.
I liaise regularly with staff, parents and other professionals to ensure that children are given the most appropriate support/resources for their individual needs. A large part of my role is to work closely with external agencies to gain specialist advice, support and funding for individual children, and then to facilitate these recommendations being put into practice in the classroom. I am responsible for contributing to Educational Health Care Plans (EHCPs) and personalised plans from a school perspective. I am also involved in helping to implement and these and monitor the impact.
I work closely with school staff and as a team we run a wide variety of interventions throughout the whole school. These interventions are monitored closely to ensure they enable the children taking part to make good or accelerated progress towards theiirset targets.
If you would like to talk to me, please contact the office on 01795 830241 or firstname.lastname@example.org to make an appointment.
Useful external links for parents
Here you will find additional useful information and links to support is available to you and your children.
Additional programmes in school
Listed below is a brief overview of the key additional programmes we deliver to support all learners, where appropriate. If you wish to discuss your child’s support programmes please do not hesitate to contact the class teacher or AENCO (Additional Educational Needs Co-ordinator) Mrs Wickham.
Dyslexia-friendly classroom practices are reflected throughout the school. Staff are supported to ensure they are meeting the needs of dyslexic children and we seek the advice of the Educational Psychology Service where appropriate. You can read more about dyslexia by visiting the British Dyslexia Association and you can read their latest newsletter by clicking here. Other websites that might prove useful are Kent West Dyslexia Association and Dyslexia Action.
Dyslexia and Literacy Strategies for Parents
Dyslexia Provision Map
Every child has access to Quality First Teaching through which differentiation (matching teaching and learning to the relevant needs and abilities of pupils) will ensure that all pupils have access to a relevant and appropriate curriculum. This may take the form of extension (providing challenges which go more deeply into a topic) or enrichment (providing other activities which run alongside the normal curriculum and go more broadly into specific areas of study). Teachers use a range of flexible learning and teaching strategies to keep the most able children interested and provide them with challenge, such as higher order thinking skills, questioning, problem solving and independent learning. This is supported by individual target setting and appropriate grouping arrangements.
A speech programme which targets sounds that children have difficulties in producing. Children are tested within the school using this specialised computer programme and then the class teacher or teaching assistant delivers the suggested individualised programmes. There are occasions when the tests show that a child needs to be referred to a Speech and Language Therapy for additional guidance and/or intervention.
EAL - English as an Additional Language
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development.
The Fizzy programme has been developed by Physiotherapists and Occupational Therapists. It is graded and measurable in three stages and works on three specific areas- balance, ball skills and body awareness.
Toe by Toe
This is a highly structured, multi-sensory individual reading programme which is specially designed for children needing additional support in acquiring reading and phonic skills.
This intervention is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life.
Fine motor skills
Fine motor skills are vital to the development of many competencies in young children. Activities are divided into sections focusing on warming up, hand and finger strength, manipulation and eye-hand co-ordination. A programme called Clever Fingers is used for this purpose.