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SEND Information Report

Welcome to our SEND Information Report which is part of Durham County Council’s Local Offer for children and young people with Special Educational Needs.

The information that must be included in our SEND Information Report can be found under the image headings or from the SEND menu. We will continue to add information on the website and welcome your feedback by using the on-line form.

At Chester-le-Street CE Primary School we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. We ensure that provision for SEND children goes beyond the differentiated approaches and learning arrangements that are normally provided as part of quality first teaching. This may take the form of additional support or involvement of specialist staff or support services.

At Chester-le-Street CE Primary School we have appointed a Designated Teacher for Looked after Children who works closely with the SENCO to ensure all teachers in school understand the implications for those children who are looked after and have SEN.

At Chester-le-Street CE Primary School we ensure that all pupils, regardless of their specific needs make the best possible progress.

 

SEND

 

 

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We recognise that there are four broad areas of SEND;

Communication and Interaction

  • Delay in attention / Interaction Skills—children may have difficulties ignoring distractions and may need regular prompts to stay on task. They may find whole class work difficult. They may need individualised motivation in order to complete tasks. These children may have peer relationship issues or may not be able to initiate or maintain a conversation.
  • Understanding / Receptive Language—children may need visual support to understand or process spoken language. Children may repeat language.
  • Speech / Expressive Language—children may use simplified language and use limited vocabulary. Ideas and conversations may be difficult to follow, with the need to request further clarification. Some immaturities are in the sound system. Grammar/phonological awareness is still fairly poor and therefore literacy can be affected.

Cognition and Learning

  • Children may have difficulties with the skills needed for effective learning such as use of: language, memory and reasoning skills; sequencing and organisation skills; an understanding of number; problem-solving; fine and gross motor skills; independent learning skills; exercising choice; decision making and information processing.

Social, Emotional and Mental Health Difficulties

  • Children may have difficulties with social and emotional development which may lead to or stem from: social Isolation; behavioural difficulties; attention difficulties; anxiety and depression; attachment disorders; low self esteem and issues with self image.

Sensory and/or Physical Difficulties

  • These pupils may have a medical or genetic condition that could lead to difficulties with: specific medical conditions; gross and fine motor skills; visual or hearing impairment; accessing the curriculum without adaptation; physically accessing the school building or equipment; oversensitivity to noise / smells / light / touch / taste and issues with toilet / self care.

sen piecture

 

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