SEND Information Report
At Hovingham Primary School we are committed to the inclusion of all pupils; we aim to give every child the best learning experiences we can, which means that we ensure the entitlement of all pupils to a broad and balanced curriculum, every child is helped and supported to achieve their maximum potential by identifying and meeting their needs and by overcoming potential barriers to learning.
Hovingham Primary recognises as stated in the Special Educational Needs (SEND) 0-25 Code of Practice that:
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Children and young people with SEND all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others.
We recognise and support many children and young people will have Special Educational Needs or Disability of some kind at some time during their education. At Hovingham Primary school we have a committed inclusion team whose core purpose is to help and support our children to succeed, working in partnership with parents/carers.
As outlined in the SEND Code of Practice (Paragraphs 6.27 – 6.35) there are 4 areas of Need
Communication and interaction may mean that children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate with others, this can also include Autistic Spectrum Conditions.
Children and young people with cognition and learning difficulties may have barriers to learning which impact on their understanding of the curriculum, this can also lead to difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning, such as in difficulties with literacy, numeracy and motor skills.
This may lead children and young people to having difficulty in managing their relationships with other people, may cause difficulty with regulating emotions and lead to lack of motivation, focus and challenging behaviour. Children and young people with this difficulty may become withdrawn or isolated and it can affect their health and wellbeing.
Children and young people with visual and/or hearing impairments, or a physical need may need ongoing support and additional resources or equipment. Some children and young people may have needs in more than one of these areas.
Many children and young people who have SEND may also have a disability. A disability is described in law (the Equality Act 2010) as ‘a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy.
The Equality Act requires schools:
- must not directly or indirectly discriminate against, harass or victimise disabled children and young people
- must make reasonable adjustments
