Bolsover Church of England Junior School

Special Educational Needs & Inclusion

Our School SEND information can be found by clicking here.

 

Our Special Educational Needs (SEN) Co-ordinator is Mrs Carolyn Currie and she can be contacted, via the school office, on 01246 822324. Our named SEND governor is Mrs Holmes-Elenor whose brief is to oversee SEND across school and work with our SEN co-ordinator.

The Local Offer

Local authorities must publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans. 

The Local Offer tells you what support is available for children and young people with SEND. It must include information about education, health and care provision. It should also tell you about training, employment and independent living for young people with special educational needs and/or disabilities.

 

https://localoffer.derbyshire.gov.uk/

 

Government guidance for SEND reforms:

https://www.gov.uk/government/publications/send-guide-for-parents-and-carers

 

SEND Code of Practice:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

 

Our Special Educational Needs (SEN) and Disability Policy can be found here.

 

Our SEND Co-ordinator is Mrs C Currie. You can contact her via 01246 822324 or alternatively info@bolsover-jun.derbyshire.sch.uk

 

Equality Objectives

Background

The Disability Discrimination Act (as amended by the Special Educational Needs and Disability Act 2001) requires all schools and Local Authorities to plan to increase the accessibility of schools for disabled pupils. Local Authorities must prepare an accessibility strategy covering all maintained schools in their area, and each school must produce its own accessibility plan. They must have written documentation covering an initial period of three years. Both school and Local Authorities are required to plan for:

 

1) Improving access to the physical environment of schools

This includes improvements to the environment of the school, which can include visual, acoustic and physical environments. All new school buildings have to comply with the Building Regulations and the Education (School Premises) Regulations 1999 and should be physically accessible to disabled pupils. Much of the work in the area of improving the physical environment will therefore involve improving access to existing buildings.

 

2) Increasing access for disabled pupils to the curriculum

Access to the curriculum covers not only teaching and learning, but also the wider curriculum such as after-school activities, leisure, sporting and cultural activities or school visits. Local Authorities may be able to help schools by offering staff training, encouraging schools to work together and share good practice, and by offering schools a range of support services such as advice on teaching techniques, classroom management and curriculum material.

 

3) Improving the delivery of written information to disabled pupils

This covers planning to make written information normally provided by the school to its pupils available to disabled pupils. Information should take account of pupils’ disabilities and parents’ preferred formats and should be made available within a reasonable timescale. Local Authorities and schools have a duty to review their strategies and plans, revise them if necessary and to implement them. Local Authorities and schools should prioritise resources for implementing their strategies and plans.

 

Definitions

The Disability Discrimination Act describes a disability as a ‘physical or mental impairment which has a substantial and long-term adverse effect upon their ability to carry out normal day-to-day activities’ Impairments include sensory impairments such as those affecting sight or hearing, and people who have had a disability are protected from discrimination even if they no longer have a disability. Mental illnesses that are clinically well-recognised are included. So, for example, medically diagnosed ADHD is considered a disability under the Disability Discrimination Act. While many disabled pupils have, or may be eligible for, statements of Special Educational Needs, not all disabled pupils have SEN. Equally, not all pupils with SEN will necessarily have a disability under this legislation.