Outlined below is the school vision for our children with Special Educational Needs and Disabilities (SEND).

Intent

• Ensure that SEND children receive the highest standard of care including High Quality Inclusive Teaching
• Plan an ambitious and achievable curriculum to enable SEND children to function independently in their next phase of education and adult life
• Adopt inclusive practices for SEND children – barriers to learning and engagement are reduced
• Plan to meet the needs of children across the four broad areas of need outlined as in the SEN Code of Practice/SEN Support Guidance to meet our statutory requirements
• Ensure that school’s notional SEND budget and any Top-Up funding are used effectively to support children’s complex needs
• Ensure all staff have relevant knowledge, skills and understanding to support SEND children
• Ensure that the School Vision and Values champion SEND children
• Ensure all relevant stakeholders are involved in supporting the needs of SEND children
• Decision making for SEND children is a focus in all school policies
• Ensure that SEND has an equal status in line with all curriculum areas
• Regularly review provision for SEND children
• All staff are accountable to support SEND children

Implementation

• Plan effective transition to school with parents and previous setting to gain a full ‘picture’ of strengths and needs
• Use the Graduated Approach of Assess-Plan-Do-Review
• Planning indicates adaptive teaching and/or reasonable adjustments across all year groups and subjects
• Devising SMART (Succinct, Measurable, Achievable, Relevant and Time –related) IEP (Individual Education Plan) or IBMP (Individual Behaviour Management Plan) targets
• Referring to external agency support for expert advice and implementing their recommendations
• Specific interventions are planned and delivered effectively
• Half-termly SENCO surgeries take place between the Deputy Headteacher/SENCo and teachers to problem solve children who are at risk of underachieving
• Termly Pupil Progress Meetings review the progress of SEND children with the Senior Leadership Team (SLT)
• A concise CPD plan is devised and delivered to all teachers and LSAs (Learning Support Assistants) to ensure relevant strategies are implemented for specific learning difficulties e.g. Autism, Dyslexia, Dyspraxia, ADD etc
• Use assessment tools i.e. Language Link, PIRA, Boxall Profile to ascertain need, starting point and finishing point to measure impact
• Use school’s assessment data to inform practice
• Use relevant visual aids to support learning across the curriculum
• Use of a WAGOLL to support delivery of learning
• Use strategies such as My turn/Your turn and revisit, teach, practise apply (RTPA) across the curriculum
• Provide effective feedback and addressing mis-conceptions to enable SEND children to continually learn and make progress
• Sharing children’s progress with their parents and suggesting ways they can support at home
• Planning a balance of working in ability and mixed ability groups according to task or need
• Delivery of a rich and diverse learning environment (physical, materials, resources, instructional strategies and learning outcomes) which positively impacts SEND children

Impact

• SEND children make sufficient progress at their level across the curriculum from their starting point to enable them to access life skills
• Parents are better placed to support their children’s needs outside of school
• SEND children’s independence and confidence improves and they engage in all school activities
• SEND children are better able to communicate their needs and can talk about their strengths, development points and worries
• SEND children feel happy, safe and respected