Some children need additional support to help them learn and make progress in school.

A child may have Special Educational Needs and/or Disabilities (SEND) if they have a learning difficulty or disability that means they require educational provision that is additional to or different from that normally available for children of the same age.

Children's needs can change over time, and support is reviewed regularly to ensure it remains appropriate.

We get to know every child as an individual and carefully monitor their learning, wellbeing and progress.

Sometimes a parent may raise a concern, and sometimes a teacher may notice that a child is finding certain areas more challenging than expected. When this happens, we will work together to build a fuller picture of your child's strengths and needs.

This may include:

• classroom observations

• discussions with parents and the child

• assessment information

• information from previous schools or settings

• advice from other professionals where appropriate

Some children need additional support for a short period of time, while others may benefit from long term SEND Support.

SEND Support is the additional help provided when a child needs more than high quality classroom teaching alone.

Support is planned using the graduated approach:

Assess, Plan, Do, Review

This ensures support is carefully planned, monitored and adapted as your child develops.

No. A diagnosis does not automatically mean a pupil requires SEND Support. Equally, pupils may receive SEND Support without a formal medical diagnosis where evidence shows that additional educational provision is required.

Some children with a diagnosis make excellent progress through high quality classroom teaching and reasonable adjustments alone.

Equally, some children without a formal diagnosis require SEND Support because they need educational provision that is additional to or different from that ordinarily available.

Every child receives high quality inclusive teaching from their class teacher.

Where appropriate, teachers adapt teaching through strategies such as:

• visual supports

• adapted resources

• Pre teaching vocabulary

• additional processing time

• flexible grouping

• scaffolded learning

• assistive technology

• sensory adaptations

If further support is needed, this is planned through the graduated approach of Assess, Plan, Do and Review.

Your child's class teacher is responsible for their learning and progress. Support may also be provided by:

• Learning Support Assistants

• the SENCo

• Pastoral support in school

• staff from The Tomlin Centre (where appropriate)

• external specialists working alongside school staff

All support is planned to complement inclusive classroom teaching rather than replace it.

We work in partnership with parents throughout the year. You can expect:

• Parents' Evenings

• regular communication with your child's teacher

• meetings with the SENCo when appropriate

• Annual Reviews for pupils with an EHCP

We have an open door policy and encourage parents to contact us whenever they have questions or concerns.

If you have concerns about your child's learning or development, please speak to your child's class teacher in the first instance. They know your child best and can discuss your concerns, explain what support is already in place and agree any next steps. If appropriate, the SENCo may also become involved.

We work closely with nurseries, previous schools and families to ensure a smooth transition.

Where appropriate, we will:

• meet with you before your child starts with us

• visit your child's previous setting

• share information with professionals

• arrange additional visits to school

• prepare staff so support is in place from the first day

We aim to help every child feel safe, confident and ready to learn.

Children with an EHCP receive support that reflects the provision outlined in their Education, Health and Care Plan. The SENCo works closely with families, staff and external professionals to ensure provision is delivered effectively.

An Annual Review is held each year to review progress and consider whether any changes are needed.

The first point of contact will always be your child’s class teacher. The SENCo at St Margaret’s is Terri Challis and can be available for further support at inclusion@stmargaretsprimary.org.uk

You can access the West Sussex Local Offer via the West Sussex County Council website. The Local Offer is a clear, central place that explains what help is available for children and young people (0 - 25) with SEND, and how families can access it.

You can also contact the SEND Information, Advice and Support Service (SENDIAS). SENDIAS is a free, confidential and independent service in West Sussex that supports parents, carers, and young people to understand and navigate the SEND system. Their role is to make sure families feel informed, supported, and confident when making decisions about their child’s education and wellbeing. You can contact SENDIAS on 0330 222 8555 or visit their website to complete a contact form www.westsussexsendias.org