The SEND code of practice defines SEND as being when a child has 

" a learning difficulty or disability which calls for special educational provision to be made for him or her".

"significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools" 

What kinds of special educational needs (SEND) does the school make provision for?

At Hall Green Infant School, we make provision for pupils who have any identified SEND need from the areas below.  We know that some pupils will have difficulties in more than one of these areas and we will always do our best to meet their needs. 

Communication and interaction

Children who have difficulty communicating with others because they:

·find it hard to make themselves understood or to say what they want to.

·do not always understand what is being said.

·find interacting with others difficult.

·are on the Autistic spectrum (including Asperger’s Syndrome).

Cognition and learning

Children who learn at a slower pace than their peers because they:

·take longer to learn important skills.

·find it difficult to remember things such as letters & sounds, key words, numbers & basic skills eg. number bonds.

·find it hard to understand how to use letter sounds to read and spell words.

·may need more time to think about their answers.

·may be showing signs of a Specific Learning Difficulty (SpLD), e.g. dyslexia, dyscalculia or dyspraxia.

Social, mental and emotional health

Children who find it difficult to manage their emotions and behaviour in a way that affects their daily life, for instance they may find it challenging to:

·Follow classroom rules in order to keep themselves and others safe 

·Sit still to engage in learning 

·Listen to and follow instructions

·Understand how they, or others, are feeling

·Build friendships

·Deal with their difficulties in a way that does not cause harm to themselves or others.

This could also include children suffering from anxiety or depression, or those who have Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) or have Attachment needs.

Sensory and/or physical

Children who have a disability that means adaptations and/or support are needed to enable them to fully access the school/learning environment.  This may include:

·hearing and/or visual difficulties

·physical disabilities

·motor skills issues

·medical needs