Special Educational Needs and Disabilities (SEND)
Contact:
foxm@deal-parochial.kent.sch.uk
Role of the SENCO
At Deal Parochial, the Special Educational Needs Coordinator (SENCO) plays a key role in ensuring every child receives the support they need to thrive. The SENCO is responsible for identifying special educational needs early and working closely with staff, families, and external professionals to remove barriers to learning.
Key Responsibilities
Early Identification and Assessment
- Identifies possible needs and barriers to learning at the earliest opportunity.
- Works with teachers to review progress, monitor concerns, and gather evidence to fully understand each child’s needs.
Provision and Support
- Ensures children identified with special educational needs or disabilities receive appropriate, personalised support.
- Adds children to the SEN Support Register when their level of need requires intervention beyond high‑quality teaching and everyday classroom practice.
- Oversees ongoing review and monitoring of support to ensure it remains effective and responsive.
Supporting Teachers and Support Staff
- Advises and equips teachers with strategies to help every child reach their full individual potential.
- Supports teaching assistants and other support staff to deliver intervention programmes confidently and effectively.
- Ensures all staff receive relevant, up‑to‑date SEND training.
Working with External Agencies
- Liaises with a range of outside professionals—such as educational psychologists, speech and language therapists, and health specialists—to ensure children receive the right assessments and expert guidance.
- Supports families with referrals for further assessment when needed.
Family Partnership
- Works closely with parents and carers to ensure they feel informed, involved, and supported throughout their child’s journey.
- Signposts families to relevant support groups, services, and community organisations.
Meet the SENCo at Deal Parochial
Our Special Educational Needs Coordinator (SENCo), Mel Fox, works full-time and is committed to ensuring every child receives the support they need to thrive. Mel is also our Deputy Designated Safeguarding Lead and the Designated Teacher for children in the care system. She is available for arranged meetings and can be contacted via email or telephone.
Mel works closely with the EYFS SENCo, our nurture and assessment teams, the senior leadership team, teachers, support staff, and SENCOs across the DEALT Academy to provide high-quality, joined-up support. She will always make time to listen to any queries or worries you may have.
Outside of school, Mel enjoys spending time with her busy family of five children, three step-children, two grandchildren, and her two dogs. She is a passionate football supporter and proudly admits to being slightly Disney-obsessed.
When Is an EHCP Given? – Information for Parents
An Education, Health and Care Plan (EHCP) is a legal document for children and young people (0–25) who need more support than a school or setting can provide through normal SEND support alone. It identifies a child’s needs and sets out the additional, specific help required.
Below is a simple guide to the criteria local authorities use when deciding whether to issue an EHCP.
- Your child’s needs must be greater than what school can normally provide
Most children with SEND are supported through our school’s own resources (known as SEN Support).
An EHCP is only considered when a child’s needs cannot be met by the support ordinarily available in a mainstream setting, such as Deal Parochial.
This usually means:
- The child has significant or complex learning difficulties, disabilities, or developmental needs.
- Interventions already tried have not led to expected progress over a length of time.
- Evidence of ongoing difficulties despite support
Before agreeing to assess for an EHCP, the local authority looks for evidence such as:
- The child’s attainment and progress over time
- Records showing strategies already tried and their impact
- Information about the nature and extent of the child’s needs
- Evidence from professionals (e.g., health, educational psychology, therapists)
If progress only happens with additional support beyond what is normally available, this strengthens the case.
- A formal EHC needs assessment suggests an EHCP is necessary
A local authority must carry out an EHC needs assessment if it appears a child may require special educational provision via an EHCP.
This assessment gathers detailed reports from:
- School or early years setting
- Health professionals
- Parents and carers
- Any other relevant specialists
Following the assessment, an EHCP must be issued if it is judged necessary for meeting the child’s needs.
- Needs must impact educational outcomes
An EHCP is given when a child’s needs (educational, health, or social care) create barriers that cannot be overcome without specific, legally provided support.
Examples include:
- Significant speech and language needs requiring therapy
- Developmental delays requiring specialist teaching
- Complex medical conditions affecting access to learning
- Persistent social/emotional needs requiring multi‑agency suppor
- Decisions must follow the SEND Code of Practice
Local authorities base decisions on the SEND Code of Practice (0–25 years), ensuring all evidence is reviewed by a multi‑disciplinary panel.
If they decide not to issue an EHCP, parents have the right to mediation and appeal through the SEND Tribunal.
What Can Parents Do?
- Talk to your child’s teacher or SENCo first
- Keep copies of reports, assessments, and examples of difficulties
- Request an EHC needs assessment yourself if needed – parents are legally allowed to do this
Special Educational Needs Policy 2023
Special Educational Needs Governors Report
Single Equality and Accessibility Plan 2023
https://www.kent.gov.uk/education-and-children/special-educational-needs/types-of-send