SEND Information

We believe all children at Belmont School have entitlement to learning experiences which will enable them to achieve their maximum potential.

We recognise every child’s right to a broad, balanced, relevant and challenging curriculum which is appropriate to individual abilities, talents and personal qualities.

At Belmont diversity is highly valued and children are encouraged to develop mutual respect and tolerance of each other and to believe that there are no limits to individual effort and achievement.

We welcome children with a wide range of needs and strive to meet their needs regardless of the challenges they may face.

What does SEND mean?

A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made. 

A child has learning difficulties if he or she: 

• Has a significantly greater difficulty in learning than the majority of children of the same age.  

• Has a disability which prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in other schools within the Local Authority. 

Special education provision means:  

• Educational provision which is additional to, or different from, the educational provision made generally for children of the same age in maintained schools (other than special schools) in the area.  

• Children must not be regarded as having learning difficulties solely because their language, or form of the home language, is different from that in which they are taught. 

At Belmont School, we use our best endeavours to secure special educational provision for pupils who have SEND including neurodiversity. These needs are those which are ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the new Code of Practice (September 2014). 

The four areas of SEND are as follows: 

At Belmont School, we follow the graduated approach when both identifying and supporting pupils with SEND. This is outlined below:

Assess: This involves clearly analysing the pupil’s need using the class teachers’ assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of the parents. Advice from external support services and staff will be sought if appropriate and with the agreement of the parents. 

Plan: Planning will involve the class teacher, SENDCo and parents/carers working together to establish current needs and how they should be supported within school and home. 

Do: The class teacher remains responsible for working with the child on a day to day basis. They will retain responsibility even where the interventions may involve group or one to one teaching away from the main class teacher. They will work closely with teaching assistants to plan and assess the impact of support and interventions and ensure links with classroom teaching. The SENDCo will support with further assessment of the pupil’s strengths and weaknesses. 

Review: Reviews of a child’s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and their parents. The class teacher, in conjunction with the SENDCO, will revise the support outcomes and based upon the pupil’s progress and development make any necessary amendments going forward, in consultation with parents and pupils. This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables identification of those interventions that are most effective in supporting the pupil to achieve good levels of progress and outcomes.