All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
Special Educational Needs and Disabilities (SEND)
All children are entitled to a broad, balanced, relevant and differentiated curriculum, which is differentiated to enable children to:
- Understand the relevance and purpose of learning activities;
- Experience levels of understanding and rates of progress that bring feelings of success and achievement
The National Curriculum is our starting point for planning that meets 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 have Special Educational Needs and Disabilities (SEND). Teachers take account of these requirements and make provision, where necessary, support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.
Provision for children with SEND covers all learning difficulties, whether physical, intellectual or emotional. A child’s problems may range from severe and complex to relatively minor or temporary. 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 characteristics.
- By providing a correct learning environment.
- By providing suitable tasks.
- By providing the necessary teaching styles.
- 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 effectively and safely;
- Helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.
Children with SEND receive individual or group programmes of learning to supplement their classroom shared experiences. Extra support is available in the school through Teaching Assistants. 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. There are times though when, to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom.
The Special Needs Co-ordinator (SENCo) is a member of staff who helps to co-ordinate and monitor the Special Needs provision within the school. Mrs Laura Bryant is currently our SEND Co-ordinator. In our school, the SENCO:
- manages the day-to-day operation of the policy;
- co-ordinates the provision for and manages the responses to children’s special needs; supports and advises colleagues;
- oversees the records of all children with special educational needs and disabilities;
- acts as the link with parents and carers;
- acts as the link with external agencies and other support agencies;
- monitors and evaluates the special educational needs provision, and reports to the governing body;
- manages a range of resources, both human and material, to enable appropriate provision to be made for children with special educational needs and disabilities;
- contributes to the professional development of all staff.
We believe that the help of parents is particularly important in supporting the progress made by each child and we will consult with them when decisions need to be made.