SEND and Inclusion
Children have special educational needs when they have different or additional needs which teachers should address when planning. Each teacher has high expectations for each pupil and acknowledges they have an even greater obligation to plan for pupils with low levels of prior attainment.
A range of pupils have special educational needs, some of whom also have disabilities. Lessons are planned to minimise and reduce any barriers to learning, enabling all pupils to achieve.
A minority of pupils will need access to specialist equipment and different approaches. The SEND Code of Practice (2014) is clear about what should be done to meet their needs: The school makes all reasonable adjustments for a child with a disability by working with the pupil, parents and local authority to increase full access to the curriculum and everything else the school can offer, ensuring they are fully included in the school community. Adherence to the Equality Act 2010 through our Single Equality Scheme, ensures that steps are taken to prevent pupils with protected characteristics, including race, age, religious belief, sexual orientation and disabilities, being treated less favourably than others, and demonstrating our commitment to promoting an inclusive ethos and equality of opportunity.
The Inclusion Lead, Kali Rama is responsible for overseeing the provision of SEN support in school. Regular Pupil Progress Meetings are held, attended by all staff involved in supporting the child’s learning. Parents are actively encouraged to discuss their child’s progress.