Inclusion and Special Educational Needs and Disabilities (SEND)
Inclusion is at the forefront of all we do. We aim to create an inclusive learning environment in which all students make progress and are given the opportunity to explore, connect and contribute. All staff maintain high expectations for all students.
We are a mainstream primary school. This means that we follow the Local Authority Local Offer and the SEND Code of Practice. We aim to meet the needs of all students in our school, however we do not provide a more or better provision that other mainstream primary schools.
'A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her'.
Children’s SEN are generally thought of in the following four broad areas of need and support:
• communication and interaction
• cognition and learning
• social, emotional and mental health
• sensory and/or physical needs
The Special Educational Needs and Disabilities Coordinator (SENDCo) and Inclusion Leader has overall responsibility for Special Educational Needs and Disabilities (SEND) and Inclusion.
Our SENDCo maintains the SEND register. This has the names, and area of need, of students currently identified as having barriers to learning which would constitute a special educational need. Our SEND register is monitored regularly and is fully flexible. Students may come on and off the register, it is not fixed.
Provision, support and strategies are developed in conjunction with outside professionals such as Speech and Language Therapists, Occupational Therapists and Educational Psychologists. We aim to enable all children to overcome any barriers to learning and access the mainstream curriculum, learning and interactions; at times the priorities for individual students may be their communication, social interactions, emotional regulation and independence.
Provisions, support and strategies will be monitored on a plan, do, review basis.