At Dunton Green Primary School, we are committed to ensuring that every child is included, supported and able to flourish.

We recognise that children learn and develop in different ways and that some children may need additional or different support at different points during their time at school.

Our aim is to identify needs early, work closely with families and put the right support in place so that every child can participate fully in school life and make the best possible progress.

Our SENCO

Our Special Educational Needs Coordinator (SENCO) is:

Miss Kelly James

You can contact Miss James by emailing:

senco@dunton-green.kent.sch.uk

Parents and carers are always welcome to speak to their child's class teacher in the first instance if they have concerns about their child's learning, development or wellbeing.

Our approach to SEND

Support for children with SEND begins with high-quality, inclusive classroom teaching.

Teachers adapt their teaching, resources and learning environment to help children access the curriculum successfully. This may include:

• adapting the way learning is explained or presented;

• providing additional modelling or scaffolding;

• using visual or practical resources;

• adjusting the pace or level of support;

• providing appropriate assistive technology;

• adapting the learning environment; and

• giving children additional opportunities to practise and consolidate learning.

Where a child needs support beyond this, we use a graduated approach of:

Assess → Plan → Do → Review

This means that we identify a child's strengths and needs, agree appropriate support and outcomes, put that support in place and regularly review the difference it is making.

Additional provision may include targeted individual or small-group support. Where appropriate, we may also seek advice from external professionals or specialist services.

Identifying needs early

We believe that identifying children's needs as early as possible gives them the best opportunity to succeed.

Teachers carefully monitor children's progress, development and wellbeing. If we identify a concern, we will work with parents and carers to understand what may be creating a barrier to learning and what support would be helpful.

A child does not need a diagnosis to receive support in school.

Similarly, having a medical diagnosis does not automatically mean that a child has special educational needs. We consider each child's individual strengths, needs and the support required for them to access learning successfully.

Working with parents and carers

Parents and carers know their children extremely well and are important partners in supporting children with SEND.

We aim to work openly and collaboratively with families. Where a child requires additional SEND support, parents will be involved in:

• discussing their child's strengths and needs;

• agreeing appropriate outcomes and support;

• reviewing progress;

• considering any changes to provision; and

• contributing to decisions about involving specialist professionals.

We want parents and carers to feel listened to, informed and involved.

Listening to children

Children should also be involved in decisions about the support they receive.

We seek children's views in ways that are appropriate to their age and development and help them understand their own strengths, needs and strategies that support them.

Our aim is for children to become increasingly confident in expressing what helps them to learn and participate successfully.

The four broad areas of SEND

The SEND Code of Practice identifies four broad areas of need:

• Communication and interaction

• Cognition and learning

• Social, emotional and mental health

• Sensory and/or physical needs

Children may have needs across more than one area and their needs may change over time.

We focus on understanding the individual child rather than simply applying a label or category.

External and specialist support

Sometimes a child may benefit from advice or support from professionals outside school.

Depending on the child's needs, this might include services such as:

• educational psychology;

• speech and language therapy;

• occupational therapy;

• specialist teaching services;

• health professionals;

• early help or family support services; and

• other appropriate specialist agencies.

We will usually discuss referrals and requests for specialist support with parents and carers.

Education, Health and Care Plans

Most children with SEND have their needs successfully met through the support available within school.

For a small number of children with more complex or significant needs, an Education, Health and Care needs assessment may be considered.

An Education, Health and Care Plan (EHCP) is a statutory plan coordinated by the local authority for children and young people whose needs require provision beyond that which would ordinarily be available through SEN Support.

We will work closely with families and the local authority throughout this process where an assessment or EHCP is appropriate.

Joining Dunton Green

We welcome children with a wide range of needs and work with families to support successful transitions into our school.

For children with SEND joining through the usual admissions process, we encourage parents to contact our SENCO so that we can understand their child's needs and plan appropriately.

Where a child has an EHCP, school placement is considered through the statutory EHCP consultation process with the local authority.

Where possible, we will work with a child's previous school, nursery or other professionals to ensure that relevant information and support are in place before they join us.

Moving on from Dunton Green

Transitions are particularly important for children with SEND.

When children move between classes, schools or into secondary education, we work to ensure that information about their strengths, needs and successful support strategies is shared appropriately.

Additional transition arrangements may be provided where a child would benefit from them.

Accessibility and inclusion

We want children with SEND and disabilities to participate fully in the academic, social and wider life of Dunton Green.

We make reasonable adjustments where required and continually consider how we can improve access to:

• the curriculum;

• the physical environment;

• information and communication; and

• the wider opportunities available within school.

Further information can be found in our Accessibility Plan.

Further information

More detailed information about how Dunton Green supports children with SEND can be found in our:

• SEND Information Report

• SEND Policy

• Accessibility Plan

Families can also find information about services and support available across Kent through the Kent SEND Information Hub, which is Kent County Council's Local Offer.