School/Academy Name:

Co-op Academy Swinton

Name and contact details of our school SENDCO:

Mr Malcolm Dodd,
Director of Learning of Special Educational Needs and Disabilities (SENDCO)

Co-op Academy Swinton, Sefton Road,
Pendlebury, Manchester M27 6JU

Name of person/Job title:

Mr Malcolm Dodd,
Director of Learning of Special Educational Needs and Disabilities (SENDCO)

Contact telephone:

0161 794 6215

Email:

malcolm.dodd@coopacademies.co.uk

Direct link to school’s Local Offer

 https://swinton.coopacademies.co.uk/about-us/policies/send-local-offer/

Salford’s Local Offer

https://www.salford.gov.uk/localoffer.htm 

Name:

Malcolm Dodd

Date:

September 2023

Annual Review

All statements and Education, Health and Care Plans must be reviewed annually.

The Annual Review ensures that that once a year the parents, the studentl, the Local Authority, the school and all professionals involved consider the progress the student has made over the last 12 months, and whether amendments need to be made to the statement or Education, Health and Care Plan.

ADHD/
ADD

Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder

ADHD/ADD is a disorder that appears in early childhood.

ADHD/ADD makes it difficult for students to hold back their spontaneous responses (responses can involve everything from movement to speech to attentiveness). Students with ADD are not diagnosed as having excessive hyperactive behaviour but display all other symptoms.

Children with ADD/ADHD may be:
· Inattentive, hyperactive, and impulsive (the most common form)
· Inattentive, but not hyperactive or impulsive
· Hyperactive and impulsive, but able to pay attention

Assessment

This involves building a picture of your child’s abilities, difficulties, behaviour, his/her special educational needs and the support required to meet those needs. Assessment is an important part of deciding whether your child’s progress rate is as good as is expected. Teachers carry out routine assessments regularly.

More specialised assessments may be required if progress is not at an expected rate. This may be carried out by the SENCO, an Educational Psychologist or an Advisory Teacher.

A statutory assessment is a formal procedure which involves the collection of information from as many people as possible who have detailed knowledge about your child. This may lead to the issue of a statement of special educational needs.

Asperger Syndrome

An autistic spectrum disorder characterised by difficulties with social interaction, social communication and inflexible thought patterns in an otherwise intelligent and able child.

ASD

Autistic Spectrum Disorder

Autistic spectrum disorders are characterised by difficulties interacting and communicating. The characteristics of autism can be described as the 'triad of impairment':
· Socialisation - poor social skills;
· Communication - difficulties with speech language and communication; · Imagination - rigid thought and resistance to change

The commonly used terms 'autism' and 'asperger syndrome' are autistic spectrum disorders.

C up L

Catch-up Literacy

Students with a reading age below 9 years 6 months attend extra literacy sessions to boost their reading scores and improve their access to the curriculum and their ability to be successful in GCSE exams

Clinical Psychologist

Clinical Psychologists help parents and children who are experiencing emotional and/or behavioural difficulties in their home environment

Code of Practice

The SEN Code of Practice (often referred to as ‘The Code’) gives practical guidance on how to identify, assess and support children with special educational needs. All early education settings, state schools and Local Education Authorities must take account of this Code when they are dealing with children who have special educational needs.

Differentiation

Differentiation is the adjustment of the teaching methods and/or resources according to the learning needs of the students. It can be aimed at the groups within the class or individuals. See also - Personalised Learning.

Differentiated Curriculum

A curriculum that is specially adapted to meet the special educational needs of individual children.

Dysarthria

Dysarthria is a motor speech disorder. The muscles of the mouth, face and respiratory system may become weak, move slowly or not move at all following a stroke or other brain injury. Dysarthria can also be caused by cerebral palsy and muscular dystrophy. It can cause slurred speech, speaking softly or barely able to whisper, slow rate of speech, rapid rate of speech, drooling or poor control of saliva, chewing and swallowing difficulty.

Dyscalculia

Children with dyscalculia have difficulty in acquiring mathematical skills. Children may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Dyscalculia is a type of Specific Learning Difficulty (SpLD). See under SpLD below.

Dysgraphia

Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia can have trouble organising letters, numbers and words on a line or page. This can result partly from trouble processing what the eye sees (visual-spatial difficulties) or trouble processing and making sense of what the ear hears (language processing difficulties).

Dyslexia

Children with dyslexia have a marked and persistent difficulty in learning to read, write and spell, despite making good progress in other areas. Areas of difficulty include: working memory, organisation, reading comprehension, handwriting, punctuation, concentration, sequencing words and numbers. Students with dyslexia may also mispronounce common words or reverse letters and sounds

in words. Dyslexia is a type of Specific Learning Difficulty (SpLD). See under SpLD below.

Dyspraxia

A disorder that affects the coordination of movement. This can affect coordination of the speech organs (oral dyspraxia) or other actions e.g. eating, dressing or writing. Dyspraxia is a type of Specific Learning Difficulty (SpLD). See under SpLD below.

EHCP

Education, Health

and Care Plan

From 1 September 2014, Education, Health and Care Plans (EHCPs) will be issued instead of statements of SEN. Existing statements will be converted to EHCPs over the next three years. An EHCP has the same statutory protection as a statement but it can be issued at and maintained to any point from birth to the age of 25. The criteria and procedure for securing an EHCP for your child is detailed as part of Salford’s Local Offer.

EP

Educational

Psychologist

Most, but not all, Educational Psychologists are employed by local authorities (LAs). Their main work is with schools and pre-school settings to provide advice, support and staff training for children with SEN. They may perform assessments of children with SEN and produce a report as part of the statutory assessment.

Exam Special

Arrangements

Special arrangements can be made for pupils who are disadvantaged during exams because of certain difficulties such as dyslexic tendencies. Readers, scribes and or extra time can be arranged for students who meet the exam board criteria, in order that the disadvantage they have can be redressed.

Exam Special

Concessions

Special concessions can be arranged for pupils who qualify for these e.g. the exam paper can be enlarged or written in Braille for students with visual difficulties or a scribe can be used if a student breaks an arm before the exam etc.

Governors

Each school has a board of Governors that is responsible to parents, funders and the community for making sure the school provides a good quality education. In Academy schools the governors are often called ‘directors’.

HI

Hearing Impairment

Children with a hearing impairment range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range. For educational purposes, children are regarded as having a hearing impairment if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum.

Inclusion

Inclusion is the process by which schools and other establishments change their principles, policies, practices and environments to increase the presence, participation and achievement levels of children with special educational needs and/or a disability.

LP

Learning Passport

A learning passport sets out the special help that a child will receive at school or early years setting to meet his or her special educational needs (SEN). It is not a legal requirement for your child to have a learning passport but it is good practice for parents and the child to be involved in drawing it up and reviewing it if there is one. A learning passport should be reviewed regularly and at least twice a year.

LD

Learning Difficulties

A child has learning difficulties if he or she finds it much harder to learn than most children of the same age.

Learning Mentors

Learning Mentors work with school students and college students to help them address barriers to learning and improve achievement. The work they do depends on the priorities of the school they work in but can include running after-school clubs, anti-bullying programmes or helping young people to revise.

LEA

Local Education

Authority

Each council has an LEA. The LEA is responsible for the education of all children living within the council’s area and has some responsibility for all state schools in our area. In Salford, the LEA is combined with the children’s social services departments and is known as Children’s Services. Children’s Services have the same responsibilities for educational provision for children with special educational needs as LEAs.

MLD

Moderate Learning

Difficulties

Children with moderate learning difficulties have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.

National Curriculum

This sets out a clear, full and statutory entitlement to learning for all children, setting out what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported. The national curriculum is taught in a way that meets the needs of individual children, e.g.

setting goals that are achievable.

National Curriculum

Inclusion Statement

A detailed statement within the national curriculum, setting out the principles that schools must follow, to make sure that all children have the chance to succeed.

Nurture Room

Room where vulnerable students can work in small groups, with support, in a nurturing atmosphere to achieve at least 5 A*-C grades at GCSE level.

OFSTED

OFSTED stands for the Office for Standards in Education. OFSTED is the inspectorate for children and learners in England and they oversee the quality of the provision of education and care through inspection and regulation. They inspect childcare providers, schools, colleges, children’s services, teacher training and youth work.

PPO

Parent
Partnership

Officer

Provides impartial advice and information to parents whose children have special educational needs. The service offers neutral and factual support on all aspects of the SEN framework to help parents play an active and informed role in their child’s education.

Personalised

Learning

Personalised learning is about tailoring education to meet individual needs, interests and aptitudes to ensure that every student achieves and reaches the highest standards possible, no matter what their background or circumstances or level of ability.

Phonics

A system of teaching reading and spelling that stresses basic symbol-sound relationships and how this works in decoding words.

Phonological

Difficulties

A child with phonological difficulties finds it hard to select and use the correct sounds necessary for speech.

PD

Physical Difficulty

There is a wide range of physical disabilities and students cover the whole ability range. Some children are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have a special educational need. For others, the impact on their education may be severe. In the same way, a medical diagnosis does not necessarily mean that a child

has SEN. It depends on the impact the condition has on their educational needs.

There are a number of medical conditions associated with physical disability which can impact on mobility. These include cerebral palsy, heart disease, spina bifida and hydrocephalus, muscular dystrophy. Children with physical disabilities may also have sensory impairments, neurological problems or learning difficulties. Some children are mobile but have significant fine motor difficulties which require support.

Physiotherapists

Physiotherapists see children who have difficulties with movement (e.g.: walking, kicking a ball). The therapist will assess the child’s movements and identify what the physical problems are and then devise a treatment plan.

Pyramid Club

Club set up in liaison with the Schools' Psychology Service. This is an after school club for very quiet, vulnerable Year 7/8 students who need support to grow in confidence, make friends and build trusting relationships with nurturing staff who can support them in school and help them to become more independent.

Responsible Person

The person (either the Headteacher/Deputy Headteacher, Chair of the Governing Body or SEN Governor), who has responsibility for making sure that staff know about a child’s special educational needs.

SENDCO

Special

Educational

Needs and Disabilities

Coordinator

A Special Educational Needs and DisabilitiesCoordinator or SENDCO is a teacher who has the responsibility for overseeing the day-to-day SEN provision within his or her school. The SENDCO and your child’s teacher(s) should work together to plan how his/her needs should be met.

SEN

Special
Educational

Needs

The special help given to children with special educational needs which is additional to or different from the provision generally made for other children of the same age.

Special

Educational

Provision

The special help given to children with special educational needs which is additional to or different from the provision generally made for other children of the same age.

SpLD

Specific Learning

Difficulties

See Dyslexia, Dyscalculia and Dyspraxia above.

Special Educational

Needs

Children with special educational needs have significantly greater difficulty in learning than most children of the same age or have a disability. These children may need extra or different help from that given to other children of the same age. Approximately one fifth of all children may have an SEN at some point in their school career.

School Support

Students that are identified within school as needing some additional support with literacy, numeracy or both within the mainstream environment. Intervention is led by the class teacher and progress is monitored over a given period of time.

Special Educational

Needs (SEN) Code

of Practice

See ‘Code of Practice’ above

Statement
of Special
Educational

Needs

The Statement of Special Educational Needs, or 'Statement' describes the special educational needs of a child and the help that she or he will get to meet those needs. It is a legal document that is produced at the end of a process known as ‘statutory assessment’. Only those children with the most severe, complex and persistent SEN will need a Statement. From September 1st 2104, no new statements will be written. Instead a new document – an Education, Health and Care Plan (EHCP) with the same legal protection as a Statement will be produced.

Statutory

Assessment

This is the legal process for producing an Education, Health and Care Plan (EHCP). Parents, a young person over the age of 16 who is deemed capable and a variety of professionals can request a statutory assessment. Parents and/or the young person themselves if they are deemed capable, must give their permission for this to go ahead. Not all Statutory Assessments result in the issuing of an Education, Health and Care Plan. From September 2014, Statutory Assessment can be carried out at any time between a child’s birth and the age of 25, although there will be very few young people undergoing the process for the first time beyond the age
of 16.

Strive Centre

This is a room in school where the SEND team are based.  Here is a quiet learning area for intervention work, before and after school intervention takes place in this area where children can get 1:1 TA support.

TAs

Teaching Assistants

Almost all schools now employ Teaching Assistants to support whole classes, small groups or individual students. Teaching Assistants may be called other things, such as Learning Support Assistant (LSA) or Special Support Assistant (SSA) particularly if they support a child with special needs.

Transition

Transition is when a child moves from one setting to another, such as from home to a childminder, to nursery, to primary school, to secondary school, or from education into adult life. Planning for transition is important if your child has a significant level of need where advance preparations may need to be made in the new setting to ensure it is successful.

Transition Plan

If your child has a statement of SEND that has not yet been converted in to an Education, Health and Care Plan (EHCP), the annual review in Year 9 (and any subsequent annual reviews until the young person leaves school) must include the drawing up and subsequent review of a Transition Plan. The Transition

Plan should draw together information from a range of professionals within and beyond the school in order to plan for the young person's transition to adult life. If your child has an EHCP, the Transition Plan is replaced by a ‘Preparing for adulthood’ review (see above).

VI

Visual Impairment

Vision loss to such a degree that additional support is required. Refers to people with irretrievable sight loss and does not include those whose sight problems can be corrected by spectacles or contact lenses, though it does include those whose sight might be improved by medical intervention. This simple definition covers a wide spectrum of different impairments.