SEND Statement
Special Educational Needs and Disability
At Burton Manor Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support the children through their learning journey. Quality teaching is vital; however for some children there are occasions when further additional support is required to help them achieve their targets.
Roles and Responsibilities of the Special Needs Co-ordinator (SENCO)
The SENCO is responsible for the operation of the Special educational Needs Policy and co-ordination of specific provision made to support individual children with SEN. The SENCO liaises with staff to monitor pupils’ progress and plan further interventions where progress is slower than expected. The SENCO has regular contact with a wide range of external agencies that’ll be able to give more specialised advice if required. If you have any concerns regarding SEN matters do not hesitate to contact the office or send an e-mail directly to Mrs Fisher at b.fisher@burtonmanor.staffs.sch.uk
There are many SEN terms that are abbreviated which can lead to some confusion (for us all!). Below is a glossary of the most frequently used SEN terms.
| AAP | Attendance Advisory Practitioner |
| ADD | Attention Deficit Disorder |
| ADHD | Attention Deficit & Hyperactivity Disorder |
| ASD | Autism Spectrum Disorder |
| BESD | Behavioural Emotional & Social Difficulties |
| CAF | Common Assessment Framework |
| CAHMS | Child & Adolescent Mental Health Service |
| COP | Code of Practice |
| CP | Child Protection |
| DCD | Development Co-ordination Disorder |
| EAL | English as an Additional Language |
| EP | Educational Psychologist |
| FSM | Free School Meals |
| HI | Hearing Impairment |
| LP | Learning plan (old IEP) |
| ISR | In School Review |
| KS | Key stage |
| LAC | Looked After Child |
| LEA | Local Education Authority |
| MLD | Moderate Learning Difficulty |
| NC | National Curriculum |
| OT | Occupational Therapist |
| PSP | Pastoral Support Programme |
| SaLT | Speech & Language Therapy |
| SEN | Special Educational Needs |
| SEND | Special Educational Needs & Disability |
| SENCO | Special Educational Needs Co-ordinator |
| SpLD | Specific Learning Difficulty |
| VI | Visual Impairment |
The new Special Educational Needs and Disability Code of Practice states that there are four main areas which cover Special Educational Needs. These areas and their meanings are as follows:
| Area of Special
Educational Need |
Relating to difficulties with: |
| Communication and Interaction | Children may have a delay or disorder in one or more of the following areas:Attention / Interaction skills: May have difficulties ignoring distractions. Need reminders to keep attention. May need regular prompts to stay on task. May need individualised motivation in order to complete tasks. Difficulty attending in whole class. Interaction will not always be appropriate. May have peer relationship difficulties. May not be able to initiate or maintain a conversation.Understanding / Receptive Language: May need visual support to understand or process spoken language. May need augmented communication systems Frequent misunderstandings. Repetition of language and some basic language needs to be used to aid their understanding.Speech / Expressive Language: May use simplified language and limited vocabulary. Ideas / conversations may be difficult to follow, with the need to request frequent clarification. Some immaturities in the speech sound system. Grammar /phonological awareness still fairly poor and therefore their literacy can be affected. |
| Cognition and Learning | May have difficulties with the skills needed for effective learning such as use of:• Language, memory and reasoning skills• Sequencing and organisational skills• An understanding of number• Problem-solving and concept development skills• Fine and gross motor skills• Independent learning skills• Exercising choice• Decision making• Information processingChildren may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia. |
| Social, Mentaland Emotional Health | May have difficulties with social and emotional development which may lead to or stem from:• Social isolation• Behaviour difficulties• Attention difficulties (ADHD)• Anxiety and depression• Attachment disorders• Low self esteem• Issues with self-image |
| Sensory and / orPhysical | May have difficulties with social and emotional development which may lead to or stem from:• Social isolation• Behaviour difficulties• Attention difficulties (ADHD)• Anxiety and depression• Attachment disorders• Low self esteem• Issues with self-image |