Special Educational Needs

We value diversity and stand firm against discrimination in any form. If you feel there is an aspect of our work which could be more inclusive, we’d be pleased to speak with you.

Many of our children will have special needs at some point in their childhood years from simple special needs through to more complex needs. The term ‘special educational needs’ has a legal definition and refers to children who have difficulties or disabilities which make it harder for them to learn or access education than most pupils of the same age.

The SEN Code of Practice defines special needs as needs which are different from or additional to most children of the same age.

We are a mainstream school, a school which educates children across a very wide range of ability. As a school we have a vibrant and broad curriculum which we try to make as accessible as possible for all children. This is often called inclusion.

Some children attend special schools and the Enfield Council website contains information on its special schools and the type of specialised education that is on offer alongside admission criteria and processes.

Raglan Junior School entered into a partnership with Enfield’s Disability Services in 2008 so as to offer our school building to children with complex disabilities during holiday times, providing respite and short breaks. We are delighted to welcome them to Raglan. Work has begun to make our building as accessible as possible.

Levels of Support for Children with Special or Additional Needs

There are various levels of support for children with special or additional educational needs. If your child has such a need or is not progressing as expected, we will inform you and discuss the support we put in place. At Raglan we have introduced a ‘Provision Map’ for every child with special needs. We will discuss this map with you as it outlines the support your child will be receiving.

The first levels of support a child with SEN gets are in differentiated work. Independent work in class is tailored to the level of the National Curriculum at which your child is working.

P-Scales or levels are used when a child has not yet reached level 1. After level 1 there are sub-levels of progress from c to a, for example, the levels increase as follows: p1, p2, p3, p4, p5, p6, p7, p8, 1c, 1b, 1a, 2c, 2b (nationally expected level for Y2 children), 2a, 3c, and so on. 80% of children are expected to attain a level 4 by the end of Year 6. Many children with SEN will make much slower progress although some do manage to get higher levels in some areas than others.

The main areas for setting clear targets for children with SEN are in Reading, Writing and Mathematics. We have a new and very comprehensive reading scheme and reading support programmes for struggling readers which has had a terrific impact in ensuring that every child reads to the best of their ability. We also have very small maths groups for children who are at the early stages of acquiring a grasp of mathematics. This support can continue right through to Year 6 if required.

The National Data the Department for Children, Schools and Families collects (RaiseOnline) indicates that children with all levels of special needs at Raglan Junior School make good progress, sometimes in excess of that seen nationally.

Special needs are not always academic learning needs, sometimes they are physical needs or social, emotional or behavioural needs. We have a host of in-class programmes and withdrawal groups to support as required.

Other levels of support include working with teaching assistants or with other children in the class of different abilities.

Contacting Us

If you have any worries or concerns about special needs or slow progress please speak with your child’s class teacher. The class teacher can explain what assistance is already in place and refer you to the Special Needs Co-Ordinator (SENCO) if required. At Raglan we have an Inclusion Leader (currently the Deputy Head) who looks after all issues of inclusion.

As a parent you have a vital part in working with us as we make decisions about the additional support we offer your child. In this light, we will always invite you in to work with us if your child has an IEP (individual education plan) or requires extra help.

Sometimes, when a child has been supported at the first level of support (school action) we need to get external support from nurses, educational psychologists, social workers, behaviour support specialists and others – this stage is usually called school action plus. If the progress the professionals indicate should happen doesn’t a child’s case is usually represented to the Local Authority to try to obtain a statement.

More details about this process can be found on the Enfield Council website. The SENCO will gladly meet any parent to discuss issues of SEN – please contact us to ask for a meeting.