The SEN Code of Practise identifies 4 areas of need in SEN:

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1) Communication and Interaction - This includes speech, language and communication needs and conditions. This
includes nonverbal, preverbal and conditions where social communication is not understood like ASC.

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2) Cognition and Learning - This incorporates a range of needs where a child’s rate of learning is slower compared to peers. It can refer to working memory or specific issues with subjects. 

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3) Social, Emotional and Mental Health - This covers difficulties in managing behaviours and relationships. This manifests in different types of behaviours.  

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4) Sensory and Physical - This includes visual, hearing, sensory impairments and physical disabilities that need

ongoing support and or specialist equipment. 

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The Core Principles of SEND at Grasmere Academy

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1. Our systems involve children, parents, staff and outside agencies in decision making at individual and strategic levels. Children and their families must be involved at all levels. 
2. SEN can occur at different levels of severity and these can and do change over time. 
3. Early identification is not necessarily identification at an early age but identification as it emerges. 
4. The process must align with government guidance and statutory processes 
5. School is responsible for SEN support arrangements
6. SEN Support must include Quality First Teaching

Roles in SEND
 

Parents  - Developing positive and trustworthy relationships with parents is paramount in supporting children in school. As a school we aim to have these relationships with parents as no one knows a child better than their parents. The perspective from parents creates a holistic view of the child. The SEN Code of Practise details the importance of parents. 
SENDCo - At Grasmere Academy has adopted a whole school approach to SEND.   The school appointed SENDCo is Miss Winship. The SENDCo is responsible for the SEN provision and works alongside teachers to ensure that the needs of all pupils are met. The SEND Policy and Information Report are on the school website. 
Teachers - Teaching Standards (2011) state very clearly that delivering high quality teaching ensures that teachers meet the needs of most of the children in the classroom. There will be children in the classroom that require reasonable adjustments and/ or additional provision. For children with SEND needs, teachers will produce termly support plans. These will give details of intervention and support that your child will receive over the course of the term. 

Teachers at Grasmere Academy are highly skilled and identify needs very quickly. It is the teacher’s job to notice if children have any difficulties compared to their peers and what these difficulties might be. 

Teachers will look out for the following 
 how the child copes with change
 levels of independence 
 understanding of safety
 self-care

 emotional understanding 
 interactions with others 
 communication and speech
 physical abilities 
 attention and engagements 
 academic abilities 

Reasonable Adjustments at Grasmere Academy

Reasonable Adjustments are the changes we make to help a child with a disability or additional needs take part in learning and school life more easily. The aim is to remove or reduce any disadvantage faced by a pupil. These changes are reasonable when they are practical, fair and help to remove barriers for the pupil. 

To determine whether an adjustment is ‘reasonable’ we consider the following: 
 how much difference the changes would make to the pupil 
 how practical it would be to make the changes 
 any cost implications 
 the available resources 
 health and safety requirements 
 how the adjustments might affect other pupils.  

The following list are some of the reasonable adjustments that we make at school. Parents, staff and pupils will be involved in discussions around reasonable adjustments. 
 Flexibility of the uniform
 Time out cards
 Reductions to assemblies 
 Movement Breaks
 Sensory Circuits
 Wobble Cushions
 Ear Defenders
 Arrangements for SAT’s 
 Safe spaces
 Sensory areas
 Differentiated homework
 Additional Processing time
 Dyslexia friendly fonts 
 Neutral work areas 
 Check Ins with staff and professionals 
 Visual Timetables
 Now and Next Boards 
 Highlighting and explaining changes 
 Asking pupils to repeat instructions back
 Choice of seating 
 Use of recording devices 
 Choice to where to eat lunch
 Choice of where to go for breaks and lunch breaks
 Extra time 

 Visual Aids 
 Adapting activities or instructions 
 Changing the classroom layout
 Offering support from adults
 Personal timetable 

School Trips and Residentials 
Pupils will have access to school trips and out of school activities that are managed by the school. Where appropriate risk assessments with be made.