Provision for children with Special Needs

We always aim to provide an inclusive environment in which children with specific learning needs or physical disability receive additional support to enable them to participate fully in the educational experience. Ramps around school give access to almost all parts of the school. We have a dedicated Hygiene/Toilet room for use by pupils and adults with mobility difficulties.

In line with the Disability Discrimination Act, we are positive about inclusion and we want to do all we can to make disabled pupils, parents and staff feel welcome, and take part fully in all aspects of school life. The school take steps to ensure that DDA is taken into account in all new building projects. 

The school makes use of a number of outside agencies including the Educational Psychologist, Speech Therapist, Nurse and Occupational Therapist.

In keeping with the 1993 Education Act, the emphasis at our school is on children with SEN being taught in the classroom, by the class teacher, supported as appropriate by Special Needs Assistants. The school makes use of all agencies which are able to offer support and professional advice.

The school follows the Code of Practice for SEN which is implemented on a daily basis by the SEND and Special Educational Needs & Disabilities Coordinator (SENDCo) .

We aim to integrate these pupils, as far as possible, into a learning environment in which all pupils feel happy and secure and to provide a quality of special needs provision that will enable all to reach their full potential.

Our mission is to educate each to their full potential. Therefore we believe that:

  • The example of those who lead our school should enable all pupils to develop positive attitudes to the special needs of others. 
  • All children should be entitled to equality of educational opportunity. 
  • Special educational needs for all children will be identified, recorded and assessed as early as possible and provision made and reviewed on a regular basis. 
  • The child will be taught in whatever setting best suits their individual need at any one particular time. This could be individually, within a small group, or within the normal class setting. The child may be withdrawn from class if this is thought to be beneficial. 
  • When necessary, work and associated activities should be planned and presented in an individual manner in order to maintain expected levels in the National Curriculum appropriate to the child's stage/level of development. 
  • Help from specialist and support agencies will be sought when needed. 
  • The needs of gifted children should be acknowledged so they can be met by providing differentiated opportunities within the curriculum. 
  • Opportunities for training should be provided for all staff to develop their ability to meet pupils' individual needs. 
  • The education of all children requires partnership between school and parents. 

 

SEND Information Report December 2016