As a non-selective school, we will welcome children of all abilities and with a variety of learning needs. It is our view that all children learn from each other’s differences, and our school community will benefit from being inclusive and diverse in every way possible. We will provide additional support to those who need it, while also ensuring that lessons are challenging and provide stretch to those who don’t.
We will have a SEND Co-Ordinator (SENDCo) who is responsible for overseeing support and provision for the whole school and will work with all staff to ensure that we identify and support all children who have either learning support needs (for example, where English is an additional language) or Special Educational Needs or Disabilities.
All of our teaching staff will differentiate lessons to ensure every activity is suitable for a child on the Learning Support or SEND Register. Class and Form teachers will also pay attention to the social wellbeing of all children under their care, but with particular concern for SEND children, who can sometimes be targets for bullying or other unpleasantness. They will be proactive in ensuring that all children are socially integrated with their peers. In the younger age groups, Classroom Assistants will also have a crucial role to play in SEND provision within the school. They will deliver programmes of work, generally in Literacy or Numeracy, to groups of children who require additional support.
Support for those on the Learning Support Register may be in the form of small groups that are taught separately to the class, or by a Teaching Assistant providing support within the class. Sessions run by the SENDCo will be tailored to the needs of the cohort, and can include Phonics, Literacy, Numeracy, motor skills, speech and language, friendship and social skills, emotional and behavioural support. Progress in these groups will be recorded on a regular basis and available to share with parents/carers and class teachers.
Support for children on the SEND Register will be tailored to the needs of the individual child. Some children may be best supported in a group setting working with other children who have similar needs, or 1:1 support with the SENDCo may be more appropriate. The SENDCo will work on targets from the child’s IEP and record progress to share with parents/carers and class teachers.