Defining SEND:

The SEND Code of Practice (2015) gives the following definition of SEND:

‘A child or young person has SEN 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. 

Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.

How we support students with SEND

Quality First Teaching is our first step in responding to all pupils who have SEND. Teaching will be adapted for individual pupils, to ensure all students are supported in achieving well within a broad, challenging curriculum

Students with an Education Health and Care Plan (EHCP)  have a higher level of need and additional funding attached to their plan.

Students with an identified SEND but who do not meet the threshold for an EHCP can also receive additional support with their learning.

The Norwood School provides the following additional support and interventions:

• In-class support from Learning Support Assistants  (LSAs), who support the class teacher in meeting the needs of all students;

• Speech and Language  interventions (SALT);

• Literacy intervention;

• ELSA (Emotional Literacy Support);

• Counselling;

• Occupational Therapy for students with physical needs;

•  The Mentoring Programme, delivered by our behaviour mentors;

• Support from the Educational Psychologist (EP);

• Exam Access Arrangements.