Skip to content ↓
Sandfield Close Primary School

Special Educational Needs and Disability (SEND)

Our school Special Educational Needs Co-ordinator (SENDCo) is Mrs. Master.

At Sandfield Close Primary School, we believe each child is special and that they all have unique talents, interests and strengths. As a school, we promote our Sandfield values which are dedicated to respect and form our golden rules. We strive to enable all children to develop their independence and individuality. We recognise their particular strengths and limitations, setting goals accordingly.

We endeavour to make every effort to achieve maximum inclusion of all children, including those with SEND, whilst meeting children’s individual needs.

Teachers work in an inclusive manner, provide learning opportunities for all the children within the school environment and provide materials appropriate to children’s interests and abilities. This ensures that all children have full access to the National Curriculum.

We believe that all children should be equally valued in school. We aim to engender a sense of community, to eliminate prejudice and discrimination and to develop an environment where all children can flourish and feel safe.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.We will support learners in ways which take account of their varied life experiences, social, emotional, mental, physical and academic needs.

At Sandfield Close we aim to:

  • Work within the guidance provided by the 2014 SEND Code of Practice 0 – 25
  • Have high expectations of all children whatever their prior attainment
  • Have a partnership with parents, forming a clear dialogue between a child with SEND and their parents/carers in order to involve them in stages of their child’s educational, emotional and medical needs. This includes supporting them in the understanding of SEND procedures and practices
  • Work on a clear, whole school graduated approach to identification of SEND needs
  • To ensure equality of opportunity for all and to eliminate prejudice and discrimination against children with special educational needs and disabilities
  • Work on a whole school approach, to regularly monitor the progress of all children in order to identify SEND needs, provide provisions and monitor progress
  • Provide appropriate provision as early as possible to overcome all barriers to learning and ensure children with SEND needs are provided for
  • Allow children to have full access to the National Curriculum, through reasonable adjustments, differentiated planning and precise intervention
  • Create a school environment where pupils can contribute to their own learning
  • Work with, and in support of, outside agencies when children’s needs cannot be met by the school alone. Some of these services include:
  • Leicester City Council Special Educational Needs and Disability Support Service
  • Leicester City Council Educational Psychology Service
  • Speech and Language Therapy Service
  • Children and Adult Mental Health Service
  • Health Together 0-19 Team

Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

Definition of SEND

A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

Please refer to the Special Educational Needs Policy for further details.