Special Educational Needs
Whilst the general aim of the school is to assist all children in learning; to identify and meet their personal needs, it is recognised that some children will require extra support to achieve this.
The aims of the special needs policy are as follows:
- to identify children with special educational needs and disabilities and ensure that their needs are met
- to enable these children to reach their full potential and be included fully in their school community
- to maintain effective communication between parents and the school to ensure parents are informed of their child’s special needs and provision
- to promote an effective partnership between the school and outside agencies.
- to seek and take into account the views of the children
The variety of children’s needs will be met through flexible and varied provision. Such provision will enable children with SEN and disabilities, at any stage, to have the same opportunities of access to the full curriculum, with modification and support as necessary, and to all facilities and activities as those children not experiencing SEN.
The SENCo has management responsibility for has management responsibility for Special Educational Needs (SEN.) Mrs Pat Ward is the governor with responsibility for SEN.
The Governing Body agrees with the LEA admissions criteria which does not discriminate against children with SEN or disabilities, and its admission policy has due regard for the guidance in the Code of Practice.
Parents will be informed of any concerns and will be involved in the setting and review of any individual education plans (IEP)
The school is committed to the early identification of SEN and adopts a graduated response to meeting special educational needs in line with the Code of Practice.
School Action: When a class teacher or SENCO, along with the child’s parents, identifies a child with SEN the class teacher will provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum and strategies.
School Action Plus: This occurs when intervention does not enable the child to make satisfactory progress. Therefore the SENCO and class teacher, in consultation with parents, ask for advice or support by external services. Additional or different strategies to those at “School Action” are put in place.
School request for a Statutory Assessment: This is made when a child has demonstrated significant cause for concern.
Statutory Assessment: The LEA will instigate multi-disciplinary assessments.
Statement of Special Educational Needs: This will be required when a child has, multiple, complex needs that cannot be reasonably provided for within the resources normally available to the school.
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