Our school SENDCO at Rauceby is Laura Lambley. Her contact details are:

Telephone: 01529 488667

Email: laura.lambley@rauceby.lincs.sch.uk

Here at Rauceby, we celebrate each child's uniqueness and know that some children will require more support than others in order for them to learn, achieve and progress. We strive for all children to feel valued, safe and included in our school and focus on ensuring the educational provision  for your child meets their needs effectively.

According to the SEND Code of Practice (2015), “High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less.”

Further to this the Code of Practice states that “a pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. For some children, SEN can be identified at an early age. However, for other children and young people difficulties become evident only as they develop.”

Where a child is identified as having a special educational need, staff here at Rauceby will:

• ensure that all children receive appropriate educational provision through a relevant and  broad and balanced curriculum
• have equal opportunities to all aspects of school life - as appropriate
• assess, plan, do, and review children's progress through our Rauceby Education Plans (REPs)
• work closely with the child and their parents or carers 
• work collaboratively with other professionals and support services
• work within the guidance provided in the SEND Code of Practice 2014.

Areas of Needs as stated in 2014 Code of Practice

Communication and Interaction

Children and young people with Speech, Language or Communication needs can have difficulty interacting with others. This may be because they have difficulty expressing themselves or they do not understand or use social rules of communication. Children and young people with an Autism Spectrum Disorder, including Asperger’s Syndrome are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact how they relate to others.

Cognition and Learning

Support for learning may be required when children learn at a slower rate than their peers. Learning difficulties cover a wide range of needs including Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to Profound and Multiple Learning Difficulties (PMLD), where the children are likely to have severe and complex learning difficulties as well as physical disability or sensory impairment. Specific Learning Difficulties (SpLD) affect one or more specific aspects of learning. This encompasses a range of conditions such as Dyslexia and Dyscalculia. 

Social, Emotional and Mental Health Difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn and 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 hyperactive disorder or attachment disorder.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Children with Visual Impairment (VI), Hearing Impairment (HI) or a Multi-Sensory Impairment (MSI) will require specialist support or additional equipment to access their learning.