At our school we are committed to ensuring that any child in need of additional support has access to this. We offer a variety of intervention programmes. These programmes, identified by the needs of the children, are continually changing to reflect this. At present we have the following interventions available to children:
• Speech and Language Support
• Fischer Family Trust reading support
• Rapid phonics
• Social Skills support
• Fun fit for coordination skills
• Trauma Informed Schools
• Draw and talk
• Circle of Friend
• Outdoor learning
• Lego therapy
• Sensory support
• Life skills
• Nessy - cognition and learning support
Provision for children with special educational needs is a matter for the whole school. The governing body, the school’s head teacher, the SENDCo and all other members of staff, particularly class teachers and teaching assistants, have important day to day responsibilities. All teachers are teachers of children with special educational needs. The school will assess each child’s current levels of attainment on entry in order to ensure that they build on the patterns of learning and experience already established during the child’s pre-school years. If the child already has an identified special educational need, this information may be transferred from other partners in their Early Years setting and the class teacher and SENDCo will use this information to:
• Provide starting points for the development of an appropriate curriculum.
• Identify and focus attention on action to support the child within the class.
• Use the assessment processes to identify any learning difficulties.
• Ensure ongoing observation and assessments provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning.
Parents are free to contact the class teacher, SENDCo or the Headteacher at any time to discuss their child’s progress. Contact can be made through school reception or via the school email at:-
The school is a straight through setting from ‘rising three’ to age 11.
The Early Years teacher arranges ‘home visits’ for all new entrants to the setting so that the school is aware of the needs of the children entering Nursery and our school. Additionally class teachers attend Early Support TAC/Multi Agency meetings to ensure smooth transitions between phases for children with DSEN. The Year 6 teacher, together with the Headteacher and SENDCo has meetings with secondary placements, including Brannel School regarding transitions into secondary school for children with DSEN. This has proved to be a very useful tool, and ensure that children are supported appropriately in secondary school.
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