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Special Educational Needs and Inclusion

Many pupils will have barriers to learning at some point in their school career. From Nursery to Year 6, class teachers ensure that planning of learning outcomes meets the specific needs of individuals and groups of children.

We set suitable learning challenges for all our children and respond to their diverse learning needs.  It is not uncommon for children to experience a barrier to their learning at some point.  We embrace the fact that children require different strategies in order to learn; that they acquire, assimilate and communicate information at different rates and in different ways and that they need a range of different teaching approaches and experiences in order to make the best possible progress. 

A child may have a specific learning difficulty such as dyspraxia or dyslexia, or a social, emotional and mental health difficulty, a language processing or sensory processing difficulty, a physical difficulty or a communication and interaction challenge.  These difficulties may mean that a child has an additional, special need which requires particular attention and support by school.  Likewise, some pupils are more able that the majority of their peers and equally need action and support by school to ensure that they progress at an appropriate rate. 

Pupils may have special educational needs either throughout or at any time during their primary school years.  The Dean Gibson SEN policy identifies that curriculum planning and assessment for pupils with special educational needs takes account of the type and extent of the difficulty experienced by a child.  In our school we aim to offer excellence to all our pupils whatever their enthnicity, gender, culture, ability, disability or medical needs.  

Where additional needs are identified, teachers will meet termly with parents and children to discuss, plan and review individual outcomes for a child. It is important to build on what children can do in a positive way and to involve them in the process too and so a pupil's voice will always be captured and recorded as part of the process.  We have a number of assessment tools to help us identify specific additional needs but sometimes additional advice and support may be requested from the Local Authority if there is felt to be a need for more specialist intervention or assessment.  

We value parent and carers' opinions about their child's learning and welcome discussion with the child's class teacher and/or SENCo, Lou Mahon.

The Department for Education has published a Code of Practice on the identification and assessment of special needs. This document can be found here: The school's SEN policy reflects the requirements of this document.

You can also download our local offer for SEN document below.

Louise Mahon

SENCo

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