Special Educational Needs (SEN)

Ballyclare High School offers a fully inclusive education which welcomes the wide diversity which already exists in our school and which ensures that every learner is given the equal chance and necessary support to achieve their potential.

Information from primary schools and parents is invaluable to the SEN Department as they start planning for provision prior to pupils’ commencement date. In order for pupils with SEN to achieve their potential, effective communication between pupil, parents, school and other organizations involved is essential.

The SEN team is managed by the Pastoral Vice Principal, Mrs McKay who reports to the Principal and Senior Management Team. The SENCo, Mrs Smith is responsible for the daily running of SEN and meets regularly with Mrs McKay to discuss SEN issues. Some pupils will have a statement of educational needs and with this the support of a classroom/general assistant. The assistants are a vital part of the SEN team.

What are Special Educational Needs?

A child has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children of a similar age.

Many children will have special educational needs of some kind during their education. Schools and other organisations can help children overcome the barriers their difficulties present quickly and easily. A few children will need extra help for some or all of their time in school.

Special educational needs could mean that a child has:

• learning difficulties – in acquiring basic skills in school;
• emotional and behavioural difficulties – making friends or relating to adults or behaving appropriately in school;
• a specific learning difficulty – with reading, writing, number work or understanding information and instruction;
• sensory or physical needs – such as hearing or visual impairment, which might affect them in school;
• communication problems – in expressing themselves or understanding what others are saying;
• medical or health conditions – which may hinder a child’s progress and/or involves treatment that affects his or her education.
• Children make progress at different rates and have different ways in which they prefer to learn. Teachers must take account of this in the way they organise their lessons and teach. Children making slower progress or having particular difficulties in one area may be given extra help or differentiated work to help them succeed.

   

  Comments from questionnaires sent to parents with regards to SEN include:

  ‘We have found the SEN support a lifeline for our child and appreciate it being there.’

  ‘Any concerns are dealt with and I feel fully supported as well as my child.’

   

  Comments from questionnaires sent to pupils with regards to how they are supported in the classroom with their SEN include:

  ‘I have extra text books and a drawer in several classrooms where I can leave my books.’

  ‘Exams have been printed in larger font size and I have been allowed more time to take notes.’

   

  If your child has a SEN or you think they may have a SEN, please contact the SENCo – Mrs Smith.