Additional Educational Needs

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All children are valued, respected and welcomed to the school whatever their additional educational needs. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate. Any concerns you may have about your child can be shared with your child’s class teacher or Miss Hanks (SENCO) at any point during the school year.

Additional educational needs will be provided through the outline of the National Curriculum and the support of the Additional Educational Needs Coordinator in the school and support services.  The school practises a policy of inclusion for all children. The policy document is available in the documents library and further information can be found in the SEN Report and Pupil Premium Report.  High quality teaching and additional interventions are the first steps to addressing children’s additional needs. Provision mapping is used to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. We make it a point to discuss aspirations with ALL our learners.

All teachers are responsible for every child in their care, including those with special educational needs. Assessment tools enable teachers to set small step targets in reading, writing and mathematics which can be easily monitored and reviewed by teachers and teaching assistants. Class teachers use an Assess, Plan, Do, Review cycle sheet throughout the year for children that are receiving SEN Support.

  • Special Education Needs Support: Support provided from both internal provision and external services. Early identification of needs may help prevent development of more severe significant needs.
  • Education, Health and Care Plan: The child has long term significant needs and requires a specific plan identifying significant needs/support programme with specialist involvement.

Where practical and possible, external support agencies are used. Resources for these children are placed mainly in the form of personnel to support groups and individual children.

Children are assessed and needs identified early by the school’s SENCO and individual programmes are then put in place.
These might include the following programmes:

Lucid Lass and Lucid Cops

Lucid Lass and Lucid Cops is an assessment system that helps to diagnose possible cognitive problems and enables a programme that is tailored to the individual child’s needs.

Fizzy for Gross and Fine Motor Skills

Fizzy is the gross motor skills programme, focusing on three areas; balance, ball skills and co-ordination.

Clever Hands

Clever Hands is a fine motor skills programme focussed on the development and coordination of finger muscles.

Numicon and other Maths support.

Numicon is a multi-sensory maths approach which uses structured apparatus to raise achievement in maths.

Reading Recovery

Reading Recovery is a school-based, short-term intervention designed for children aged five or six, who are achieving below their potential in literacy after their first year of school.

Better Reading Partners

Better Reading Partners is a time-limited, one-to-one intervention that is designed to develop reading skills and enable learners to read with confidence, understanding and enjoyment.

Academically More Able and Talented Children

As a school we acknowledge and celebrate the achievements of all children. Academically more able pupils are defined as those with particular abilities in one or more subjects of the statutory school curriculum. Talented pupils are defined as those with particular abilities in the creative or performing arts such as art and design, music, P.E., dance and drama. The school climate is one which encourages all children to achieve and recognises that children without a strong educational standing can have talents in other areas.