Special Educational Needs
We recognise that a child has Special Educational needs if s/he has a learning difficulty or ability, which is significantly greater than the majority of children of the same age.
We believe that all children are vulnerable to stress caused by personal circumstance and most experience behavioural or emotional disturbance at some time during their school career. Some children will show persistent patterns of disturbance over long periods, and this will be regarded as a special need.
Children may be said to have Special Educational Needs if they are not reaching their full potential due to behavioural, intellectual, physical, emotional or social reasons, or a lack of resources or provision to meet identified needs.
The objectives of our Special Educational Needs and Inclusion Policy ensure that:
All children are given equal access to a broad and balanced curriculum and that each child’s achievements are valued.
We identify and assess children with SEN as early as possible.
All teaching staff are aware of the procedures for identifying children with SEN
There is involvement of parents and pupils at every stage.
In order to support children with SEN, we provide differentiation, intervention groups and individual targets and strategies that are additional to and different from the work undertaken within a normal classroom setting.
Clear, factual and up-to-date records follow the child through their primary school career and are passed on to their secondary school when necessary. This information can be found in individual files in the SEN room and in the ‘SEN Classroom File’ in each classroom.
We raise staff awareness and expertise through 3 SEN staff meetings per year and additional SEN INSET with outside agencies. Each member of staff and their support colleagues have at least one 1:1 meeting with the SENCO once a year.
There is, at least, good resourcing for SEN.
We maintain close links with support services, other schools and agencies.
Further details can be found in our SEN information report here.
Accessibility and Inclusion
What the school provides:
- School has had an extension and is now one and a half form entry.
- The main entrance is accessed from Moor Lane.
- There is a drive that leads to a car park with 2 disabled bays and 8 car parking bays. There is a footpath running alongside the drive that leads to the main reception area. This is all on one level.
- The extension to the Reception class has a ramp into the a small playground where there is a gate onto Meadow Street.
- School has a ramp at the lower entrance on Moor Lane.
- The existing school has been connected to the new build via a link corridor. These two buildings are at different levels and there is a small lift for disabled and/or wheelchair access.
- School have a medical room which is situated in the KS2 annex, a disabled toilet near the school offices and a disabled toilet in the Early Years Area.
- The school has a Twitter account which provides recent and relevant information for students and parents to access.
- School have 5 ASD Visual Communication packs for children with Autism or similar communication problems.
- School have height adjustable Promethean White Boards in Key Stage One classrooms and SMART interactive TVs in all the classrooms in the Early Years and Key Stage Two.
- School use ‘i joy boards’ to build core strength in children with poor gross motor skills.
- School also provide coloured overlays for children with Dyslexia or type problems.