Special Educational Needs and disabilities
St George’s Church of England Foundation School - Primary Phase takes a whole school inclusive approach to students with special educational needs, recognising that the vision of the school is the same for all students, whatever their abilities. We provide an innovative and challenging learning environment that is totally dedicated to seeking and developing the potential of every young person.
Our Primary Phase SENCO is Mrs Samantha Mirams.
The Local Offer:
The Local Offer introduced by the Green Paper (2011) outlines the support available for children with SEND, disabled children and their families. The Local Offer provides parents and young people with information about how they will be supported and what they can expect across different services.
As a school our response to the 14 questions devised by the Local Offer steering group are shown in the document link at the bottom of this page.
Parental expectations for SEN:
The school provides an innovative and challenging learning environment that is totally dedicated to seeking and developing the potential of every young person.
St George’s C of E Foundation School - Primary Phase takes a whole school inclusive approach to students with special educational needs, recognising that the vision of the school is the same for all students, whatever their abilities.
All children are entitled to an education that enables them to:
• Achieve the best possible outcomes and
• Become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education.
Identification of SEND
The school recognises that a student has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them and, as defined in the 2014 Code of Practice, the school accepts that a young person has a learning difficulty or disability if
… they have a learning difficulty or disability which calls for ‘special educational provision’ to be made for them and they have significantly greater difficulty in learning than the majority of others of the same age.’
Special educational needs and provision can be considered as falling under four broad areas:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical
Communication with all stakeholders
Special Educational Needs are identified in terms of learning, communication, interaction, and emotional health, physical and sensory needs. At St George’s C of E Foundation School we believe that young people have a right to be involved in making decisions and exercising choices.
They have a right to receive and impart information, to express an opinion, and to have that opinion taken into account in any matters affecting them. Consequently, the school is committed to working in partnership with the student, parents and outside agencies to identify needs, provide support for them and monitor the progress of all students.
Student progress is tracked following every Academic Overview. Here at St George’s Church of England Foundation School we follow the ‘assess, plan, do and review’ model and ensure that parents and students are involved at each step. A baseline will be recorded which can be used to compare the impact of the provision.
If a student has an Education Health Care Plan reviews will take place following interventions and will also be formally reviewed annually.
• Members of staff understand that they are all teachers of students with special educational needs and may need to differentiate work accordingly.
• All students, regardless of ability, have full access to a wide range of suitably challenging educational opportunities which are appropriate to their needs.
• Every student at the school is provided with opportunities to make progress in every aspect of their development, enabling them to be the best they can be.
Removing barriers to learning
We will work closely with the young person and their parents to identify what support is needed, what the specific barriers to learning are and to understand why a student may not be making progress. We will then seek to put in place appropriate interventions. All interventions are monitored and evaluated for the effectiveness of their impact.