Our Special Educational Needs and Disabilities Coordinator (SENDCo) is Mrs. Maylie Dickerson and she completed the National SENDCo accreditation in January, 2017.
Our curriculum is inclusive and all children are taught a broad and balanced curriculum through quality first teaching and using scaffolding and support to enable the children with SEND to access the same curriculum as their peers and acquire the knowledge and cultural capital to succeed in life.
SEND pupils are supported to make progress so that they know more, remember more and are able to do more.
The teaching and support staff work hard to build strong relationships with the pupils which is key to our positive learning culture. They have expertise in one or more areas of special needs and have taken advantage of many continuous professional development opportunities, particularly over the recent lockdowns - please see the SEND Information Report to the left for a full list.
This year, staff will continue their regular update training in Read Write Inc. Phonics, Talking for Writing, Effective Maths and will continue their professional development in recognising and managing various special educational needs.
As of November 2021, we have 48 children receiving some sort of special needs support. This may include:
- NHS Speech and Language Therapy, which we commission through the Talking Progress Programme
- Autism and ADHD toolkits to support self-regulation to ensure children are settled, calm and ready to learn.
- Various scaffolding techniques, use of equipment and resources and specific interventions to support children in their learning.
- Support plans for Social, Emotional and Mental Health needs
Lots of thought, planning and preparation goes into how we use our support staff in class and to provide specific interventions to ensure children achieve the best academic outcomes, gain independence and are prepared for learning in the future from the earliest possible age.
Teaching Assistants are used in the classrooms where support is most needed. Teaching Assistants and the SENDCo carry out 1:1 and small group interventions and provide in-class support where necessary.
Transition to our school from nurseries and in-year transfers is supported by close liaison with previous settings and any other professionals involved with the child. SEND children are supported through the transition to the next stage of education in collaboration with staff from their next setting. This may include extra transition visits, making relationships with the staff at their new setting and pastoral support for any worries they may have.
We have high behavioral expectations for all pupils and appropriate reasonable adjustments are made for SEND pupils, when necessary, in accordance with the Equality Act 2010 and the SEND Code of practice
We have prepared a full report covering the whole range of our SEND work which is available at the left-hand side of this page.
If you have a question or need a solution to any issue or problem regarding your child, please contact Mrs. Dickerson or Mrs. Hudson, who will arrange to meet you as soon as possible.
If, after speaking to them, you feel that they have not sorted out your query or complaint to your satisfaction, then please follow the DRET complaints procedure.
This year we have had no complaints.