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Children & Young People with Special Educational Needs or Disabilities

St Philip’s CE Primary Academy provides a broad and balanced curriculum for all children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. A minority of children has particular learning and assessment requirements that could create barriers to learning. These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.

 

We respect the fact that children:

  • have different educational and behavioural needs and aspirations;
  • require different strategies for learning;
  • acquire, assimilate and communicate information at different rates;
  • need a range of different teaching approaches and experiences.

 

We are committed to ensuring that any child who is disabled is given every opportunity to participate in the academy's curriculum through the implementation of our Accessibility Plan which can be found in our Children with Disabilities Policy.

The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. They consult the LEA and other schools, when appropriate. The governing body has decided that children with special educational needs will be admitted to the school in line with the school’s agreed admissions policy. The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs.

 

Early identification is vital. The class teacher or SENCO informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation .The class teacher and the SENCO assess and monitor the children’s progress in line with existing school practices. The SENCO works closely with parents and teachers to plan an appropriate programme of intervention and support. The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators. We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom situation. There are times though when, to maximise learning, we ask the children to work in small groups, or in a one-to-one situation At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages. We encourage parents to make an active contribution to their child’s education.

 

The Head teacher and SENCO are available at any time to meet with parents. Please make an appointment at the office if you need to discuss any concerns. We also have an SEN Governor who can be contacted through the school office.

 

The SENCO at St Philip's CE Primary Academy is Lauren Richmond-Flinn.

SEN Information Report

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