Green Lane Primary School understands the importance of communication with families, parents and carers.

At some point in a child’s school life, they may have a specific educational or emotional need which requires extra support in order for them to progress.

When this is the case, they may be placed on the SEN Register, targets and objectives will be identified by the class teacher and Inclusion Manager and monitored by the Inclusion Team.

Families, parents and carers are kept informed of their child’s needs and any provision offered. 

What does ‘being on the SEN Register’ mean?
It means staff have identified that there is a ‘barrier’ preventing a child from getting the most out of his/her education.  The barrier would be in one of the following areas:

  • Cognition and learning – although they have good attendance, they try hard and listen well, the child is not making progress in line with their peers.
  • Communication and interaction – a child may have difficulty understanding instructions and information or they may find it difficult to express their own needs, feelings and ideas or to understand the needs, feelings and ideas of others.
  • Social, emotional and mental health difficulties - a child may experience a wide range of social and emotional difficulties which manifest themselves in many ways.  These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.  These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention defict hyperactive disorder or attacment disorder.
  • Sensory and/or physical – there may be a physical barrier which is preventing a child from accessing the curriculum.

Once it has been identified that there is something preventing a child from learning, the school must develop ways of overcoming the barrier.  At this point the class teacher will:

  • Work with the Inclusion Manager to find a solution and plan a way forward
  • Work in partnership with parents/carers so that they are able to support their child at home
  • The child’s progress will be reviewed regularly with all concerned

All children have to meet eligibility criteria in offer to access services stated above.