All schools are required to publish details of their policies, procedures and provisions for pupils with special educational needs and disabilities (SEND).
The two key purpose of the local offer are to:
Provide clear, comprehensive, accessible and up-to-date information about the available provision and how to access it; and
Make provision more responsive to local needs and aspirations by directly involving children and young people with SEN/disabilities and their parents and service providers in its development and review
There are four key policies related to the local offer which we encourage parents to read
In our MAT we believe in the principle of inclusion and that, as far as is reasonably practical, all pupils will have equal access to all the school has to offer in meeting our aims.We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth.
Special Educational Needs
We aim to meet the needs of all children irrespective of whether they have physical, sensory, emotional/behavioural, specific or general learning needs. Parents who are concerned about aspects of their child’s progress are encouraged to discuss these first with the class teacher and then the SEN co-ordinator and the Headteacher.
Children who have Special Educational Needs will generally have their needs supported within the classroom. They will each have an individual education plan tailored to their needs and will receive extra support from a trained member of staff. They may occasionally be withdrawn for individual tuition. If the need arises, we can call on a wide range of specialist advisors.
Parents will be involved in discussions from the outset and will work with the staff enabling children to succeed. The children’s progress will be reviewed regularly so that Individual Education Plans and support can be amended when necessary.
A copy of the SEN policy is available in the school for inspection by any interested parent.
Palgrave is accessible and has appropriate facilities for wheelchair users.
Definition of SEND
A child with Special Educational Needs may fall within one or more of the following categories:
Children who have a significantly greater difficulty in learning than the majority of children of the same age;
Children who have a disability which could potentially affect their access to the wider curriculum
Special education provision means:
That which is additional to, or otherwise different from, the educational provision made generally for children of their age.
Children may have Special Educational Needs either throughout or at any time during their school career.
Every child is special, but some children have special educational needs that may or may not carry with them a formal diagnosis.
All teachers are teachers of special educational needs and must plan and prepare for the needs of all their pupils.
The school provision for pupils with SEN follows the guidance given in the code of practice.
We believe that parents have a vital role to play in supporting their child’s education and aim to provide a strong partnership between the family and the school. The views of the parents and the pupil are sought and taken into account when reviewing progress.
Pupils will be enabled to develop strategies to manage their behaviour in order that they can access the curriculum, and that other pupils feel safe at school
Pupils will involved in the process as much as is practically possible e.g. setting achievable targets for their own educational or behavioural enhancement.
Our SEND offer
Within our MAT we have experience with dealing with a range of needs. These include:
Support for pupils on the autistic spectrum particularly high performing Aspergers pupils
Fischer Family Trust Wave 3 Literacy Programme
Medical needs including diabetes and other conditions requiring a care plan
Visual conditions and difficulties
Reading recovery programmes
One to one tuition
Our high ratio of teaching assistants enables support and interventions