We will, as our pupils are growing and learning with us, care for, support and safeguard them whilst striving to encourage them to be responsible citizens and do the same for each other and their wider community.
We will strive to ignite our pupils’ desire and enthusiasm to learn without limits.
We will aim to encourage our pupils and school community to develop academically and socially which will develop their desire to explore the wider world, skilled and equipped to find out even more.
‘A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for him or her?
(The SEND Code of Practice: 0-25 years)
Assess, Plan, Do and Review
Improved outcomes for children and young people with SEN
Training and Workforce Development
How do we meet them?
The SEND Code of Practice says:
‘Every teacher is a teacher of pupils with Special Educational Needs’
The pupil remains the responsibility of the class teacher - no matter where or who is teaching them
How do we meet need?
The purpose of identification is to work out what action the educational setting needs to take, not to fit a child or young person into a category.
In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time, in terms of both type and level. The support provided to an individual child or young person should always be based on a full understanding of their particular strengths and needs.
Inclusive Quality First Teaching describes what should be on offer for all children: i.e. the effective inclusion of all pupils in high quality, everyday, personalised teaching
Levels of Need
Our Continuum of Need for SEN contains the following levels of need:
[Universal Quality First Teaching and Learning]