Covid-19 - parent info

SEND

Meet our Inclusion Team

Dan Lugg

Head of School

Inclusion Lead

DSL

Kirsty Craven

SENCO and Pupil Premium Lead

Emma Smith

Deputy DSL

Children’s worker

Bryony Nester

Speech and language assistant

Debbie Smith

Speech and language assistant

 

Laura Westley

EAL and behaviour support

 

Louise Thomas

Deputy DSL

Family Support Worker and food bank

Lisa Callaway

Family Support Worker

Stephanie Singlehurst

Attendance officer

 

 

The SENDCO at Castle is Kirsty Craven. 

She can be contacted via the school office on 01604 638679 or you can email senco@castle.emat.uk.

Castle's SEN Information Report

The SEN information report outlines the school's provision for pupils with SEND and how the school will implement its SEN policy.

You can find our SEN Information Report here and our Covid addendum here.

Other pages you may find useful to support you:

Supporting children to stay focussed on their home learning

Speech and language

Wellbeing and Mental Health

 

Definition of Special Educational Needs and Disability

The Code of Practice (Jan 2015) states that 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.

A copy of the DfE SEND Code of practice can be accessed on the link below: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_Jan uary_2015.pdf

The Northamptonshire Local Offer can be accessed at:

https://www.northamptonshire.gov.uk/councilservices/children-families-education/send/local-offer/Pages/default.aspx

 

Special educational needs and disability - A guide for parents and carers

 

What kinds of special educational needs might children have?

Special educational needs and provision can be considered as falling under four broad areas:

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Children and young people with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact on how they relate to others.

Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health (SEMH)

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

 

 

 

Sensory and/or physical

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children and young people with an MSI have a combination of vision and hearing difficulties, which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment.

Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

 

SEND Acronyms

 

Courses for parents

ASD and food workshop – 25th February and 4th March

https://www.eventbrite.co.uk/e/food-workshop-virtual-tickets-125149326003

Course detail:

For parents/carers of children and young people aged 5-19 with ASD (or related social interaction and communication difficulties) who live in Northamptonshire.

The course will be held through Zoom. Book your space via the Eventbright link, and the log-on details will be sent to you before the first session.

The Food Course will be held over 2 weekly sessions. It aims to help parent/carers understand more about difficulties surrounding food and ASD, to explore strategies and visual resources to support overcoming food and eating difficulties, and to create bespoke resources to support positive change.

Please note that if there are insufficient numbers to make this course viable, the event may be cancelled, and you will be informed in advance of the start date.

Scope https://www.scope.org.uk/

 

Websites to support SEND needs

 

Autistic Spectrum Disorder (ASD)

Ambitious about Autism

https://www.ambitiousaboutautism.org.uk/

Whole section on autism and education.

The National Autistic Society

https://www.autism.org.uk/

The go to website for information about autism, strategies including social stories and sensory information.

ASD Helping Hands

https://www.asdhelpinghands.org.uk/

Guidance, practical support and training re ASD. Not all services are free.

Resources for Autism

https://resourcesforautism.org.uk/

Includes uplifting videos of families talking about autism.

Nip in the Bud

https://nipinthebud.org/autism-in-children/

Information and support for autism.

 

 

ADHD

ADHD Foundation

https://www.adhdfoundation.org.uk/

Information and support about neurodiversity generally.

Nip in the Bud

https://nipinthebud.org/adhd-in-children/

Information and support on ADHD.

ADHD Northampton

https://www.nhft.nhs.uk/adhd-aspergers

Providing support and advice around ADHD.

 

 

Health and wellbeing

Young MInds

https://youngminds.org.uk/

Children and young person’s mental health charity. Has a parent helpline if you need to speak to someone.

Change 4 Life

https://www.nhs.uk/change4life

NHS healthy living website for children and young people

Mental Health

https://www.mentalhealth.org.uk/coronavirus

How to look after your mental health during the corona virus outbreak.

 

Please find below a copy of our SEND information report. 

COVID 19 SEND Information Report Addendum 

Draft Castle SEND Information Report 2020

 

 

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