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Special Educational Needs and Disability

At Roche CP School, we are committed to ensuring that every child—whatever their strengths, needs, or starting points—can thrive, succeed, and feel valued. We celebrate individuality and believe that inclusive education is the foundation for lifelong learning.

Our mission is to:

  • Provide a nurturing, accessible, and inclusive environment where all children with Special Educational Needs and Disabilities can reach their full potential.
  • Identify needs early and offer high‑quality, personalised support that removes barriers to learning.
  • Work in partnership with families, professionals, and the wider community to create a strong network of support around each child.
  • Promote independence, resilience, and confidence, enabling children to become enthusiastic, successful learners.
  • Champion equality and acceptance, fostering a school culture where every child feels understood, respected, and empowered.

Through compassion, collaboration, and ambition for every learner, we aim to ensure that all children experience success and are prepared for a bright, confident future.

Definition of SEND

The SEND Code of Practice explains that a child or young person has special educational needs and/or disabilities (SEND) if they have:

  • A learning difficulty and/or a disability
  • That means they require special educational or health support, which is additional to or different from the support generally made available to others of the same age.

Definition of Special Educational Needs (SEN) within the Code

The Code further clarifies that children and young people with SEN have:

  • Learning difficulties or disabilities that make it harder for them to learn than most others of the same age.
  • They may need extra or different help from that given to others

The Four Broad Areas of Need (from the SEND Code of Practice, 2015)

1. Communication and Interaction

  • Difficulties understanding or using spoken language
  • Challenges with social communication or following social rules
  • Includes Speech, Language and Communication Needs (SLCN)
  • Includes Autism Spectrum Conditions (ASC), where social interaction and communication may be affected

2. Cognition and Learning

  • Difficulties learning at an age‑appropriate level, even with differentiation
  • May include:
    • Moderate Learning Difficulties (MLD)
    • Severe Learning Difficulties (SLD)
    • Profound and Multiple Learning Difficulties (PMLD)
    • Specific Learning Difficulties (SpLD) such as dyslexia, dyspraxia, and dyscalculia

3. Social, Emotional and Mental Health (SEMH)

  • A wide range of emotional and social difficulties which may affect learning
  • May include anxiety, depression, eating disorders, or medically unexplained physical symptoms
  • Includes behaviour that challenges, as well as conditions such as ADD, ADHD, or attachment difficulties
  •  

4. Sensory and/or Physical Needs

  • Physical or sensory impairments that affect access to learning
  • Includes:
    • Visual Impairment (VI)
    • Hearing Impairment (HI)
    • Multi‑Sensory Impairment (MSI)
    • Physical Disabilities (PD)
  • May also include sensory processing differences

A child may have more than one area of need.

The SENDCO (Special Educational Needs and Disabilities Co-ordinator is Claire Powell. Please don’t hesitate to contact her at school to discuss any questions you may have about your child’s learning or provision.  We recognise the importance of working together to ensure your child is fully supported and able to reach their full potential and thrive.

   sendco@roche.tpacademytrust.org