S.E.N.D At Auriol
SENCO: Megan Castle
Governor for SEN: Daniel Sims
Inclusion Lead: Peta Fain
Auriol Junior School is an inclusive environment for children to thrive in. We are wholly committed to supporting all children to learn effectively and look to celebrate all children’s achievements, regardless of ability or difficulties.
What are Special Educational Needs?
According to the SEN Code of Practice 2014, a child has a learning difficulty or disability if she or he has significantly greater difficulty learning than peers of the same age or a disability that prevents the child from having access to the curriculum and facilities provided for others in a mainstream setting.
Children may also be considered to have a disability under the Equality Act 2010, which defines a disability as a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.’ The Act defines ‘long term’ as lasting, or at least likely to last twelve months.
This can include specified medical conditions, such as multiple sclerosis, asthma and cancer. Children with these conditions may not necessarily be considered to have SEN, unless they require special educational provision to meet the curriculum above the adjustments, aids and services required by the Equality Act.
How would the school identify SEN?
Our teachers are highly trained and vigilant in monitoring and reviewing progress and classroom behaviour for each child. There are four broad areas of need:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical Need
Auriol teachers receive regular training on different SEN conditions and indicators of these. We have a referral system that ensures that class-teachers work with the SENCO to analyse a child’s needs and we strive to communicate effectively with parents to ensure we build a complete picture of a child’s needs.
What kind of provision can I expect for my SEN child?
The first Wave of support will be in the adaptation of the quality first teaching that a child receives from the class-teacher. This will be differentiated, as far as possible within the day-to-day classroom environment, according to the child’s needs and the way they may access the curriculum best.
The second Wave would be to introduce a more intensive level of support for the short-term if the in-class adaptations aren’t successful, with the aim of addressing the area of difficulty in order to help the child make progress. For example, this could be a 12 week intervention such as Wordshark to target spelling difficulties.
If a child is still making considerably less progress than their peers and Wave 1 and Wave 2 adaptations are not working, then a child would move on to Wave 3. At this point a child may go on the SEN register with permission from parents. A Personalised Education Target plan (PET) would be set up and targets agreed between the child, parents, class-teacher and SENCO. These plans would show the outcomes that are desired for the child and the actions to be undertaken to help support the child in meeting these targets. These plans are constantly reviewed on a weekly basis by class-teachers and formally reviewed with parents and the child themselves on a termly basis. A parent of a child on the SEN register should expect three parent meetings a year to review these; these should fall within: October, February and May. Auriol also has an open-door policy, so anyone is welcome to make an appointment at any time to address any concerns they may have.
At Wave 3 there may also be specialist support involvement if appropriate. This support would be agreed with the parents and could be from Learning and Language Support, Behaviour Support, CAMHS, an Educational Psychologist, Speech and Language, Outreach services, Occupational Therapy or another service that may be requested. Specialist involvement may also be referred through your GP where appropriate.
Wave 4 would then be for a child with complex needs which cannot be met by a significant level of provision already put in place by Auriol. At this point, if appropriate and agreed by school and parents, an Education, Health and Care Plan (EHCP) may be requested from the Local Authority in order to help a child access funding for further support. This view would also need to be supported by our Educational Psychologist. Parents may also apply for an EHCP exclusive of the school if they wish.
Please see our Provision Map for further information.
How do I know what the admission arrangements are for my SEN child?
Children with and without SEN are allocated places at Auriol in line with our admissions policy. If a child has a statement or an EHCP, then Auriol will offer that child a place unless it would significantly affect the education of themselves or others and no reasonable steps can be taken to prevent this. As with all children, we endeavour to make sure every child feels a part of the school community and welcome here.
Please see our Accessibility Plan for further information about our school facilities.
What does a SENCO do?
The SENCO at Auriol is a qualified teacher, who has also attained the National Award for Special Educational Needs.
The SENCO has day-to-day responsibility for the operation of SEN policy and coordination of specific provision made to support individual pupils with SEN, including those who have EHC plans.
The SENCO provides professional guidance to colleagues and will work closely with staff, parents and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching. Responsibilities may include: overseeing the operation of the SEN policy, liaising with teachers and support staff to ensure provision, being a key point of contact for external agencies, advising on a graduated approach to SEN support, meeting with and liaising with parents to ensure effective provision and working with the Head-Teacher and Governing Body to ensure the school meets its responsibilities under the Equality Act (2010).
For more information about the different processes that are involved in identifying and assessing children and young people's special educational needs, please see Surrey County Council's SEND Information, Advice and Support website:
You will also find useful links to voluntary and statutory organisations, details of training and information events and regular updates on changes to legislation relating to SEN.
To explore Surrey’s Local Offer website, please visit: