Special Educational Needs

The school’s philosophy, which underpins its policy for special educational needs, is that all children, whatever their ability or disability, have an entitlement to an accessible, broad and balanced curriculum, tailored to their individual needs. We welcome children with disabilities into our school and have made many changes to the school premises, such as removal of steps within the school building and the provision of ramps elsewhere, to ensure that the school site is fully accessible to children with disabilities. The Site Supervisor, SENCo and Headteacher are currently devising an Accessibility Plan for the school to ensure that the school is fully accessible to all pupils.

child in wheelchair playing basketballThe school will seek to ensure that the special educational needs of all pupils are identified, assessed and met in an appropriate and efficient manner. As far as possible, pupils with special educational needs will be fully integrated into the life and curriculum of the school community, and will be taught alongside other pupils. Parents will be kept fully informed and their views will be valued at all times.

A register of children with special needs is kept by the SENCo. A child is never put onto this register without consultation with, and consent from, parents.

Special Educational Needs Policy
As a school we have adopted a policy towards Special Educational Needs, which gives all pupils access to the National Curriculum. All members of staff are responsible for the identification of any child who may have a physical, learning, social, behavioural or emotional need which requires special educational provision: this may be short or long term depending on their progress.

Staff liaise with other colleagues and the SENCo (Special Educational Needs Co-ordinator) where appropriate. The SENCo has responsibility for contacting support agencies.

The child is assessed using the criteria set out in the policy and an IEP (Individual Education Plan) is drawn up which is regularly reviewed. Parents have an important part to play in this process. Additional support is provided by teaching assistants who work with children to assist their development.

Individualised support is given to children with statements. The Learning Support Service, Pre-School service, Vision Impaired Service, Educational Psychologists and Disaffected Pupil Support Service have all been involved in working with and advising staff.

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