How We Support SEND
Greenland Community Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
At Greenland School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
- Targeted intervention programmes, such as ‘Speech Language Link and Junior Language Link program’ and ‘LEXIA’
- Listening Matters
- Getting Along
- Social Skills
- One to one individual support within lessons
- Small group support within lessons
Types of SEND
At Greenland Community Primary School, we have experience of supporting children and young people with a wide range of needs. At any one time we have a wide range of children with very diverse needs. As a school we pride ourselves on ensuring that we do all we possibly can to meet the needs of all children with special educational needs. We maintain a SEN register that is a working document and is continuously updated and reviewed. Currently 7% of children in school are listed on the SEN register as having a special educational need. These children’s needs are categorised below;
- Physical and Sensory – 12%
- Communication and Interaction – 33%
- Social, Emotional and Mental Health – 17%
- Cognition and Learning – 38%
The school provides data on the levels and types of need at termly intervals to the Local Authority through the school census.
Teaching, Learning and the Curriculum
At Greenland Community Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Greenland Community Primary School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
As a school we have clear arrangements for identifying, assessing and supporting children with SEND, based upon the SEN Code of Practice.
In the main it will generally be the class teacher/adult working in school or parent who may have identified initial concerns. We adopt an “assess, plan, do and review” graduated approach and are proactive in terms of making referrals for assessment. Any concerns should be directed appropriately to the class teacher and SENCO (Special Educational Needs Co-ordinator). In consultation with parents and appropriate staff it may be deemed appropriate to:
- Make a specific referral to outside agencies
- Undertake a specialist assessment
- Instigate an individual support plan
- Monitor and review closely for a defined period of time
- Try a variety of different approaches
Staffing and any Specialist Qualifications/Expertise
The National Award for SEN Co-ordinator was achieved by Miss Lewis and Mrs Guy in June 2015. This role supports all families in the transition for all SEN pupils working closely with multi-agencies and partnerships to ensure that their learning journey is a happy and successful one.
Courses Attended by Staff
Last academic year staff attended professional development courses with a specific focus upon SEND:
- Listening Matters: Emotional well-being and literacy
- Speech and Language training
- Getting Along: an intervention programme encouraging social development skills
- Behaviour Management and Emotion Coaching
- Improving resilience in the classroom
- Attachment Awareness
- ADHD support
- Precision Teaching
- Specific Literacy Difficulties
- Understanding ASD and Classroom Strategies
- Bereavement support courses
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.