All children are entitled to an education that enables them to make progress so that they achieve
their best, become confident individuals living fulfilling lives, make a successful transition into
adulthood and flourish, whether into employment, further or higher education or training.
We identify and address the SEND of the pupils after high quality first teaching that is differentiated
and personalised for the pupil and the use of short term interventions to address the barriers to
learning.

KPS SEND Policy

Our school will:

• do its best to ensure that the necessary provision is made for any pupil who has special educational needs - this means doing everything it can to meet children and young people’s

• SEND - determining the policy and establishing the appropriate staffing and funding arrangements
• endeavour to make sure all reasonable adjustments are made to ensure that a pupil with special educational needs joins in the activities of the school together with pupils who do not have SEND.
• designate a teacher to be responsible for co-ordinating SEND provision; the SEN co-ordinator (SENCo).
• ensure parents/carers and the pupils are informed and involved when the schools is making special educational provision for their children
• prepare an SEND information report
• make arrangements for the admission of disabled children

What should a parent do if they think their child may have special educational needs?
If parents have concerns relating to their child’s learning then please discuss these initially will your child’s teacher. This may result in a referral to the SENCo. Parents may also contact the SENCo
directly if they feel this is more appropriate. All parents will be listened to. Your views and
aspirations for your child will be central to the assessment and provision that may be provided by
the school SEN Support in our school.

The Code of Practice outline graduated response to meeting pupil's needs, recognising that this a continuum of need matched by  continuum of support. This response is seen as action that is different to or different from the provision made as part of the school's usual differentiated curriculum and strategies. This is known as the graduated approach. it draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

How Are Needs Assessed?

In identifying a child as needing SEND support the class teacher, working with the SENCo, will carry out a clear analysis of the pupil's needs. This should draw on the teacher's assessment and experience of the pupil, their previous progress, attainment and behaviour. 

This ensures that support and intervention are matched to need, barrier to learning are identified and overcome, and that a clear picture of the interventions put in place and their effectiveness is seen.

In some cases, outside professionals from health or social services may already be involved with the child. These professionals should liaise with the school to help inform the assessments. Where professions are not already working with school staff the SENCo will contact them, with parental agreement.

How is Support Planned?

The teacher and the SENCo will agree  in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with clear date for review. Staff work with the pupil will be made aware of their needs and support provided. This is recorded in the child's pupil profile.

The support and intervention provided will be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness, and will be provided by staff with sufficient skills and knowledge. parents/carers will be fully aware of the planned support and interventions and, where appropriate, plans will seek parental involvement to reinforce or contribute to progress at home.

The class teacher will remain responsible for working with the child on a daily basis. Where interventions involve group or one-to-one teaching away from the main class, parents will have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps. Where a pupil has an EHC plan, the local authority will review that plan as a minimum every twelve months.