Special Educational Needs & Disabilities
“All groups of pupils achieve equally well, reflecting the school’s promotion of equal opportunities.” Ofsted June 2014
“Disabled pupils and those who have special educational needs achieve equally as well as other pupils. This is because systems to pinpoint their specific needs are robust. They are provided with excellent support in class or are occasionally taught very effectively in small groups by specialist teachers or highly trained teaching assistants.” Ofsted June 2014
At St Paul’s C of E Primary School we recognise that every child may at some stage experience a barrier to learning. We ensure that we have an individual knowledge of every child and set termly targets so that your child can move forward in their learning. Grouping in many subjects benefits all of our children, including those with learning difficulties and those who are very able. We have high expectations for all our pupils and this consistently means excellent progress for all.
Early intervention is at the heart of our approach as we believe that this enables us to address a child’s individual needs quickly and effectively. Once a child has been identified as having a particular need they are provided with a range of intervention groups which enable your child to master the skill they are experiencing difficulty with, be it reading, spelling, writing, motor difficulties, number work or social skills. These are all delivered in a lively and creative way by our very experienced team of Learning Support Assistants, SEN Teachers and Class Teachers.
If we identify that your child needs additional support and continued intervention in order to address their needs they will be placed on the Special Educational Needs (SEN) Register in full consultation with parents. Once a child has been placed on the SEN register we will continue to provide a range of interventions. Your child’s individual targets and interventions will be recorded on the class provision maps. This document will be updated and reviewed regularly and will be shared with parents/carers on a termly basis at SEN review meetings held together with the class teacher and SENCO.
If a child is still finding a particular aspect of their learning challenging then we would request support and assessment from an outside agency; this might be a Speech and Language therapist, Occupational Therapist, Educational Psychologist or a member of the Behaviour Support Team. Again, parents/carers would be fully involved and informed of outcomes.
The school carefully monitors the progress of children with SEN. Should they not make the appropriate progress despite appropriate intervention and support from an outside agency, we would see if the child meets the criteria for an Education Health and Care Plan (EHCP). Parents/carers would be fully involved in this process.
If you have any concerns about your child’s special needs please do not hesitate to contact the SENCO, Mrs Samantha Kasselman at: firstname.lastname@example.org
For further information with regards to the current changes in policy please see the following government guides:
Presentations from the dyslexia workshop: