Roles and Responsibilities

Special Educational Needs and Disabilities Co-ordinator (SENDCo)

The SENDCo at Lawley Village Academy is Mrs Charlotte Hendrie.

The SENDCo is responsible for:

• Overseeing the day-to-day operation of the school's SEND policy.
• Coordinating provision for children with Special Educational Needs and Disabilities (SEND).
• Working closely with teachers, support staff, parents, carers and external agencies to ensure pupils receive appropriate support.
• Monitoring the progress of pupils with SEND and ensuring provision is reviewed regularly.
• Providing advice, guidance and training to staff regarding SEND.
• Supporting the identification and assessment of pupils who may have additional needs.
• Liaising with educational psychologists, specialist teachers, health professionals and other outside agencies when required.
• Working with families to ensure they are fully involved in their child's education and support plans.
• Contributing to Education, Health and Care Needs Assessments (EHCNAs) and Education, Health and Care Plans (EHCPs) where appropriate.

Contact Details

Mrs Charlotte Hendrie
Special Educational Needs and Disabilities Co-ordinator (SENDCo)

📧 Email: [email protected]
📞 Telephone: 01952 951200

Lawley Village Academy SEND Offer

What are Special Educational Needs (SEND)?

The SEND Code of Practice (2015) states:

"A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her."

A child may be identified as having SEND if they:

• Have a significantly greater difficulty in learning than the majority of children of the same age.
• Have a disability that prevents or hinders them from making use of educational facilities generally provided for children of the same age in mainstream schools.

At Lawley Village Academy, we are committed to ensuring that every child receives the support they need to achieve their full potential and experience success both academically and socially.

Identification of SEND

Children learn in different ways and at different rates. Early identification allows us to provide support as soon as possible.

Through ongoing assessment, observation and monitoring, class teachers identify any concerns regarding a child's learning, communication, behaviour, social interaction or physical development. Concerns are discussed with parents and the SENDCo, and information is gathered to develop a clear understanding of the child's strengths and areas of need.

Where additional support is required, the school follows the graduated approach of:

Assess → Plan → Do → Review

Support may include:

• Adaptations to teaching and learning.
• Targeted interventions.
• Advice from specialist services.
• Individual support plans where appropriate.
• Additional adult support.
• Referrals to external professionals.

Parents and carers are involved throughout the process and are encouraged to contribute to decision-making regarding their child's provision.

The 4 Areas of Need

The SEND Code of Practice identifies four broad areas of need.

Communication and Interaction

Children may experience difficulties with:

• Speech, Language and Communication Needs (SLCN).
• Autism Spectrum Condition (ASC).

Cognition and Learning

Children may require support for:

• Specific Learning Difficulties (SpLD), such as dyslexia or dyscalculia.
• Moderate Learning Difficulties (MLD).
• Severe Learning Difficulties (SLD).
• Profound and Multiple Learning Difficulties (PMLD).

Social, Emotional and Mental Health (SEMH)

Needs may include:

• Anxiety.
• Attention Deficit Hyperactivity Disorder (ADHD).
• Depression.
• Emotional regulation difficulties.
• Social difficulties.
• Other mental health needs.

Sensory and/or Physical Needs

Children may have:

• Visual impairment.
• Hearing impairment.
• Multi-sensory impairment.
• Physical disability.

SEND and the Curriculum

We believe that all pupils should have access to a broad, balanced and ambitious curriculum.

Teachers use a range of strategies to meet individual needs, including:

• High-quality adaptive teaching.
• Visual supports and practical resources.
• Multi-sensory approaches to learning.
• Assistive technology and specialist equipment.
• Small-group and individual interventions.
• Reasonable adjustments to learning activities and the environment.

Provision is tailored to each child's individual needs to ensure they can access learning successfully.

Accessibility

At Lawley Village Academy, we are committed to creating an inclusive environment where all pupils can participate fully in school life.

We aim to ensure that children with SEND can access:

• The school building and outdoor environment.
• The curriculum.
• Extra-curricular activities.
• Educational visits.
• Wider opportunities within school life.

Reasonable adjustments and personalised support are implemented where needed to remove barriers to learning and participation.

Progress & Assessment

We regularly monitor the progress and attainment of all pupils, including those with SEND.

Progress is reviewed through:

• Classroom assessment.
• Pupil progress meetings.
• Observation and monitoring.
• Intervention reviews.
• Discussions with parents, pupils and staff.

The impact of support is evaluated regularly to ensure provision remains effective and responsive to the child's needs.

Transition

We recognise that transitions can be particularly important for children with SEND.

To support successful transitions, we:

Starting Reception

• Liaise with nurseries and pre-school settings.
• Gather information from parents and professionals.
• Offer transition visits and opportunities to become familiar with the school environment.
• Provide a phased start where appropriate.

Moving Between Classes

• Ensure detailed information is shared between staff.
• Arrange additional visits or transition activities where needed.
• Prepare personalised transition support for children requiring extra reassurance.

Moving to Secondary School

• Work closely with receiving secondary schools.
• Share relevant SEND information.
• Organise additional visits and transition support where appropriate.
• Involve pupils and families throughout the process.

Pupil Voice

The views of our pupils are highly valued.

Children with SEND are encouraged to share their views about:

• Their learning.
• Their support.
• What helps them achieve success.
• Any concerns they may have.

The SENDCo meets regularly with pupils to ensure their voices are heard and reflected in planning and provision.

Parent Partnership

We believe that parents and carers are key partners in their child's education.

We work closely with families through:

• Regular communication.
• Parent consultations.
• Review meetings.
• School support plan reviews.
• SEND reviews and annual reviews for pupils with EHCPs.

Parents are encouraged to speak to their child's class teacher or the SENDCo if they have any concerns or questions regarding their child's development or provision.

Useful Websites

• Telford and Wrekin SEND Local Offer

• SENDiass - Telford support team for those seeking advice in regards to SEND

• The Autism Service

• Autism.org

• Autism Education Trust

• The Communication Trust

• The Dyslexia - Speech and Language Trust

• Parents Opening Doors (PODs)

SEND Glossary

Term	Meaning
SEND	Special Educational Needs and Disabilities
SEN	Special Educational Needs
SENDCo	Special Educational Needs and Disabilities Co-ordinator
EHCP	Education, Health and Care Plan
EHCNA	Education, Health and Care Needs Assessment
SALT	Speech and Language Therapy
CAMHS	Child and Adolescent Mental Health Services
EP	Educational Psychologist
LSAT	Learning Support Advisory Teacher
BSAT	Behaviour Support Advisory Team
ASC	Autism Spectrum Condition
SIS	Sensory Inclusion Service

At Lawley Village Academy, we are committed to ensuring that every child feels valued, included and supported to achieve their full potential.