Recognising and responding to SEND
SEND expectations for schools and colleges
Not all children and young people who are doing less well than their peers or who present other emerging areas of concern will have special educational needs and disability (SEND). There may be many reasons for this and it is important that the right type of support is put in at the right time and in the right place. Each school and college is expected to have systems in place to monitor the progress and development of all children and young people and take appropriate actions including for those with SEND.
If your child is identified as having SEND, their school or college must use their best endeavours to put appropriate support in place, this means doing everything they can to meet children and young people’s SEND. This is known as SEN Support.
Further information can be found in the documents below:
Introductory guidance for Governors, Head Teachers, SENCos, Class Teachers, Teaching Assistants, Parents and Carers.
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This document has been written to provide guidance to professionals and parents on the most current approaches to support the successful inclusion and attainment of children and young people with dyslexia. The document forms part of the wider Cambridgeshire Local Offer which covers information on the local provision for Special Educational Needs (SEN) and Disability. It is a working document and will be reviewed biennially, or sooner if there is significant new research.
The role of the SENCo
All schools have a SENCo. The SENCo is responsible for making sure that your child has received the appropriate support in their class and advises the class teacher on other strategies and programmes to use with your child. With your permission the SENCo may also raise your child for discussion with an outside agency such as a specialist teacher or educational psychologist from our SEND Specialist Services.
The School’s SEND Information Report
All schools are required to publish a School’s SEND Information Report. In this the school sets out how they identify and support pupils with special educational needs and disability. We have co-produced a toolkit to support the process of developing and reviewing the SEND Information Report with parents, carers, children and young people.