SEN/D

Welcome to our SEN/D page. Here, you will find lots of information about all the SEND provisions we offer in school. Please browse through our Local Offer and SEND Information report. We also have lots of information for parents/carers who have children with SEND.

If you need any further information, you can contact me via the Bursar at bursar@benjaminhargreaves.lancs.sch.uk

14.02.25 update: Please note that I am new to Benjamin Hargreaves in January 2025 and have recently taken on the role of SENDCo. This means I will review many of our policies, procedures and practices over the coming months, so this part of the website will be updated to reflect this process.

Thanks

Mr James Kewley

Parental Support- SEND Guidance

Policies

Neurodiversity Information

See Dyslexia Differently

This animation seeks to preempt misconceptions among young audiences by shedding light on the real challenges dyslexic children face whilst also acknowledging their strengths and potential.

Check out the British Dyslexia Association for more information on what dyslexia is.

NHS A-Z health information: https://www.nhs.uk/conditions/dyslexia/

Brain Development - How to help build it!

This 'Brain Builders' video explains how experiences in the first years of our lives affect how our brains form. Science tells us that the stress of abuse or neglect can damage the basic structures of a child's developing brain. Without the right help, it can put them at risk of a lifetime of health problems, developmental issues and addiction.

What is Autism?

Around 1 in 100 people are living with autism. They are our colleagues, friends,classmates and neighbours. Take some time to understand. Find out more at www.understandautism.org

NHS A-Z health information: https://www.nhs.uk/conditions/autism/

Sensory Processing Difficulties

Many children have Sensory sensitivities, however, some children have Sensory Processing Difficulties. These sensory processing difficulties can be part of other neurodiversity diagnoses. For some children, navigating their world is very challenging. Things that we would not see, hear or feel might bring about significant anxiety, discomfort and frustration for a child managing sensory processing difficulties.

For some people. the world can be a terrifying place. Sometimes sounds feel like my head is exploding. Clothes feel like my skin is burning. And when a tiny thing changes, it feels like my world is ending.

Have a go at watching the video. Can you make it to the end? If this was your experience on a daily basis...how would you be feeling and how would it impact on your outward behaviour presentation?

NHS A-Z health information (only auditory processing disorder is present): https://www.nhs.uk/conditions/auditory-processing-disorder/

Speech, Language and Communication Needs (SLCN)

The ability to communicate is so vitally important, but there is so much to it! Look at the communication chain below, which shows the different aspects of speech, language, and communication. Developing children's speech, language, and communication skills is vital to ensure that they make good learning progress, remain emotionally regulated, and develop healthy relationships.

To check your child's speech, language and communication progress, you can use this simple online progress checker tool: https://progress-checker.speechandlanguage.org.uk/type

Developmental Language Disorder (DLD)

Do you know about Developmental Language Disorder (DLD)? Eddie & Dyls (9yrs) find out about DLD!

Developmental Coordination Disorder / Dyspraxia

Fixer Abi Hocking, 18, from Porthleven, Cornwall, has dyspraxia. She helped make this animation to promote awareness of the condition.

NHS A-z health information: https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia/

Executive Function

Executive functioning skills are a set of mental skills that help people manage their daily lives. These skills include: 

• Working memory: The ability to retain and use information 

• Cognitive flexibility: The ability to switch between tasks and adapt to new situations 

• Inhibition control: The ability to resist impulses and control emotions 

• Time management: The ability to estimate time, allocate time, and meet deadlines 

• Planning: The ability to make plans and revise them as needed 

• Self-control: The ability to regulate emotions and resist impulsive actions 

• Attention: The ability to focus on multiple things at once and monitor errors

Executive functions continue developing during late teenage years and early 20s, however, with poor executive functions, children's experience of education is more challenging. Many tasks within school require good executive functions.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a developmental disorder that affects behaviour. It's characterised by symptoms of inattention, hyperactivity, and impulsivity. 

Symptoms 

• Inattention: Difficulty focusing, keeping on task, or staying organised

• Hyperactivity: Feeling restless, talking excessively, or moving around too much

• Impulsivity: Acting on impulse, interrupting others, or having trouble waiting

NHS A-Z health information: https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/

ADHD Northwest (Charity supporting in this area): https://reception06660.wixsite.com/adhd-north-west

Fetal Alcohol Spectrum Disorder (FASD)

FASD can cause problems with:

• movement, balance, vision and hearing

• learning, such as problems with thinking, concentration, and memory

• managing emotions and developing social skills

• hyperactivity and impulse control

• communication, such as problems with speech

• the joints, muscles, bones, and organs, such as the kidneys and heart

These problems are permanent, though early treatment and support can help limit their impact on a child's life.

NHS A-Z health information: https://www.nhs.uk/conditions/fetal-alcohol-spectrum-disorder/

National Charity: https://nationalfasd.org.uk/