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SEN & Disabilities
Here at Harris Primary Academy Merton we take students' individual educational needs very seriously. We understand that not every child learns in the same way, nor at the same pace. Due to this there are a number of provisions in place to help our children learn at the best of their ability.
In September 2014 the Government published a new code of conduct for Special Educational Needs. Below is a brief overview of those changes and what the Academy is doing to embrace them. If you would like to read the full publication please click here.
Under the new code children with complex Special Educational Needs will be given an Educational Health Care plan (EHC). For some students this will mean being educated in a specialist provision. Where it is felt that these children can still be educated in a mainstream setting, the support outlined in the EHC plan will be provided by the Academy in collaboration with the Local Authority.
It is the responsibility of the Academy to provide for all other children with additional needs.
SEN will now be categorised under four main headings.
Communication and Interaction - this includes speech, language and communication needs and Autistic Spectrum Disorder.
Cognition and Learning - this includes specific learning difficulties.
Social, emotional and mental health.
Sensory needs - this includes visual and hearing impairments.
The code of practice explains that once a potential SEN is identified, four types of action are needed to put effective support into place. The four actions are;
Assess; the class teacher and SENCO should clearly analyse a pupil's needs before identifying a child as needing SEN support.
Plan; parents must be notified wherever it is decided that a pupil is to be provided with SEN support. The class teacher, the SENCO and parents should collaborate on problem solving, planning, support and strategies.
Do; implement the agreed support and set a date for a review.
Review; the effectiveness of the support should be reviewed in line with the agreed date.
The SENCO is Adriana Verrecchia.
For most of those that have SEN their needs can be met within the classroom with quality teaching and clear differentiation. For those that require additional support or a more specific type of support we will continue to involve outside agencies such as Educational Psychologists and Speech and Language therapists.
We have a number of specific Special Educational Needs Teaching Assistants. They will aim to help those within the classroom that need help in certain areas such as maths and literacy. This will be delivered on a half termly basis.
SEND Information Report
Our SEND Information report is available below.
The SEND local offer for Merton can be found by clicking here.
Additionally Resourced Provisions Unit
Within the Academy we have an Additionally Resourced Provisions Unit (ARP) that aims to help those that are on the autistic spectrum or have severe speech, language and communication disorders.
We have a wonderful team working within the unit who work with the children on a 1:2 or 1:3 basis helping them to learn in ways that best suit their individual needs.
Many of the children in the ARP are unable to be educated in a mainstream setting, however, we have been successful in introducing some of our children into the mainstream classroom for short periods of time.
If you would like to discuss the ARP please contact Gill Woolland through the school office email@example.com