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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:

SEND support expectations for schools and colleges

Introductory guidance for Governors, Head Teachers, SENCos, Class Teachers, Teaching Assistants, Parents and Carers.

Size: 754.07 KB File format: pdf

Evidenced based interventions

Size: 637.20 KB File format: pdf

Recognising and responding to SEND - a joint approach

Size: 670.88 KB File format: pdf

Autism

Size: 709.87 KB File format: pdf

Speech, Language and Communication

Size: 1.15 MB File format: pdf

Cognition and Learning

Size: 1.16 MB File format: pdf

Hearing Impairment

Size: 1.24 MB File format: pdf

Visual Impairment

Size: 1.04 MB File format: pdf

Social, Emotional and Mental Health

Size: 1.09 MB File format: pdf

Down's syndrome support factsheet

Size: 288.63 KB File format: pdf

Dyslexia guidance:

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.

Cambridgeshire Dyslexia Guidance

Last updated February 2019

Size: 1.11 MB File format: pdf

Dyslexia Guidance – quick guide

Last updated February 2019

Size: 741.50 KB File format: pdf

Dyslexia Guidance – research

Last updated February 2019

Size: 1.97 MB File format: pdf

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.

School’s SEND Information Report

Size: 187.22 KB File format: pdf

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