SENCO and SEN Staff
Our SENCO is Our SENDCo Mrs Harmer undergoes regular training and updates in order for us to maintain a high standard of SEND provision at Butterknowle Priamry. This is always be shared with staff at regular intervals during CPD and staff meetings
More details of the SENCO’s role can be found in the SEN Policy which you can find in the School Policies section of our website.
External Specialists and Other Bodies
The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families.
The external specialists may:
- Act in an advisory capacity
- Extend expertise of school staff
- Provide additional assessment
- Support a child directly
- Suggest statutory assessment is advisable
- Consult with all parties involved with the child
These include:
How We Secure Specialist Expertise
Our Additional Needs Budget is used to support children and young people with SEN.
This is used to support children and young people with SEND by:
The budget allocation is agreed between our school and the Local Authority at the beginning of each financial year. This is monitored each term by the Governing Body.
Our notional budget for SEND in 2018/19 has been allocated to providing adults who can undertake specific 1:1 and small group support in areas such as intensive interventions, improving social and communication skills, phonics support and any additional academic or pastoral support.
This support always takes place with the full involvement of both children and parents. Elements of this funding is also used for the provision of appropriate resources which children with additional learning needs may find beneficial.
In some instances where pupils are receiving a significant amount of additional support, ‘top-up’ funding may be applied for from the local authority. In these cases, Costed Provision Maps and Support timetables are created with detailing the use of any supporting resources provided in school. This will also demonstrate how this support positively impacts the child, and why the school should receive additional funds to maintain this support.
If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes.
