All pupils, including those with SEND access a broad and balanced curriculum and receive their statutory entitlement of access to the National Curriculum at a level and pace appropriate to their needs. Where reasonable adjustments are needed, these are planned for and where appropriate, additional funding is sought to fully meet the needs of pupils with a higher level of need.
The National Curriculum is our starting point for planning to meet the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. When children experience temporary or long term difficulties for a variety of reasons, and need help over and above what most others require, they may have Special Educational Needs and/or Disabilities (SEND).
Teachers take account of these requirements and make provision, where necessary, to support individual groups of children, and this enables them to participate effectively in the curriculum and assessment activities.
Provision for children with SEND covers all learning difficulties, whether physical, academic or emotional. A child’s problems may range from relatively minor or temporary, to severe and complex. Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives; we differentiate work appropriately and we use assessment to inform the next stage of learning. Teachers respond to children’s needs by;
Understanding the child’s learning styles and characteristics
Providing the correct learning environment for them
Providing suitable tasks
Using appropriate teaching styles and approaches
Providing support for children who need help with communication, language and literacy
Planning to develop children’s understanding through the use of all available senses and experiences
Planning for children’s full participation in learning, and in physical and practical activities
Helping children to manage their behaviour and to take part in learning safely and effectively
Helping individual pupils to manage their emotions, particularly caused by trauma or stress and to take part in learning
Children with SEND receive individual or group programmes of learning to supplement their shared classroom experiences. Extra support is available through teaching assistants (TAs). These TAs have experience of working with children with a range of needs including ADHD, diabetes, cerebral palsy, and emotional needs.
We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom situation. However, there are occasions where, in order to maximise learning, we work with children in small groups, or in a one-to-one situation outside the classroom.
The inclusion manager is a senior member of staff who coordinates and monitors the SEND provision within the school. Mrs Louise Rogers, Deputy Headteacher, is currently our Inclusion Manager. Our special interest governor, who monitors provision and practice, is Mrs Lynn Readman.
In our school, the Inclusion Manager:
Manages the day to day operation of the SEND policy
Coordinates the provision for, and manages the responses to children’s special needs; supports and advises colleagues
Oversees the records of all children with SEND
Acts as a link with parents and carers
Acts as the link with external agencies and other support agencies
Monitors and evaluates the SEND provision and reports to the governing body
Manages a range of resources, human and materials, to enable appropriate provision to be made for children with SEND
Coordinates the professional development of all staff
All pupils access all school visits and enrichments activities (with additional reasonable support or adjustments where necessary).
Please click here to link to the area of our website that details the curriculum we have on offer for all of our pupils.