In order to meet this challenge, our school has:
A dedicated Inclusion Leader (SENCO) to oversee the provision for all children with additional needs across the school
A Speech and Language Therapist based in school one day every three weeks (Rachel Farley)
A Counsellor who is employed by the school to work with children as needed
Dedicated and qualified staff to directly support children across the school
A Positive Futures Worker to support families
A family ethos, where each child and their needs is understood by all members of the school community
A curriculum which is tailored to the needs of the child – through the use of staffing, differentiation, teaching styles, and resources – including the use of ICT
A headteacher fully committed to inclusion and high quality experiences for all children.
Our approaches to teaching children with SEND
Some examples of teaching styles used to support a child with SEND could include:
Breaking longer sessions into smaller parts to aid concentration and attention
Using visual resources to aid understanding of new concepts and key words
Additional adult support in class to reinforce the key information given by the class teacher
Home-school diaries to ensure parents know what has been taught each day
Home-school diaries to ensure parents are aware of any behavioural difficulties or problems that have been encountered and to share positive experiences each day
Using visual timetables to children with SEND know what to expect
Using additional resources to overcome difficulties e.g. counting resources to use in maths lessons
Some examples of additional provision which could be suitable for a child with SEND could include:
Some individual teaching, following dedicated programmes to address specific needs, e.g. reading and spelling difficulties
Small group focus work to address shared issues, e.g. fine and gross motor skills groups
Specialist interventions, e.g. Occupational Therapy, or Talking Therapies
Learning Support Assistant support within the classroom, in order for the work to be further differentiated to meet exact needs
Additional resources to enable better access to the curriculum suggested by professionals
Thorough assessments undertaken by Educational Psychologists and/or the school Inclusion Leader in order to pinpoint exact areas of difficulty that are then addressed
We aim to cater as best as we can for the needs of the children within our environment and with our experienced and proactive staff.
Our school has recently a major programme of refurbishment and a number of adaptations were made.
Our main entrance has a ramped access and an automatic door to assist disabled visitors. The entrance area has a disabled access toilet with appropriate handrails. Handrails are also fitted to some of the pupil toilets in both Key Stage One and Key Stage Two.
Our school accessibility plan is available on request.