Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.
Early Identification of Need
In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:
- Work in partnership with parents and carers before and during time at nursery through a detailed induction meeting and regular parent meetings.
- Consult with relevant external agencies.
- Use assessment tools & materials
- Use staff observation notes
- Use Short Notes which are shared with parents and carers
- Use advice from other agencies
SEN Support
Where a pupil is identified as having a special educational need we follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”.
This means that we will:
- Assessa child’s special educational needs through staff observations and discussions with parents
- Plan the provision to meet the child’s aspirations and agreed outcomes through a SEN support plan outlining the additional provision that we will make with agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress through observations, assessments and discussions with parents
As part of this approach, every child with SEN will have an individualised Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child (where appropriate) views are integral to this process. If parents/carers have concerns they are given the highest priority and a meeting is arranged with the Headteacher, who is also the SENCO.
In evaluating SEN provision, outcomes are evaluated in relation not just to individual children but for the cohort as a whole. Regular monitoring by the Headteacher and Deputy Headteacher ensure that all children, including those with SEN receive high quality teaching. As the staff work as a team, all staff are made aware of individual needs of children through regular staff and recall meetings, allowing a unified approach in teaching and learning.
A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.
For more detailed information see the Local Offer
For further information please view or download our Accessibility Plan which can be found in the School Policies section of our website.
