Our Special Educational Needs Support

We recognise that all our pupils have different skills and qualities which means they will have a different learning journey. Some of our pupils may need extra help; sometimes this will be short term but sometimes it will be longer term, and we may need to seek support from individuals or agencies outside the school.

In line with our core values, we want every child to full fulfil their potential in a relaxed and secure environment and therefore it is critical that every child can access every aspect of the curriculum and does not feel isolated.

We build a strong relationship with parents and carers, based on absolute trust and maintain an open-door policy for parents. Their views and wishes are sought and they are kept fully informed of any developments.

It is widely recognised that there are four broad areas where extra support might be needed, although each child will be different.  There may also be some overlap and often a child might often need help in more than one area.

1. Communication and Interaction – speech, language and communication.
2. Cognition and Learning – this might include dyslexia, dyscalculia, and dyspraxia.
3. Social, Emotional and Mental Health –  additional support with social skills and managing emotions, including Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), and Autistic Spectrum Disorder (ASD).
4. Sensory and Physical – a wide spectrum which will range in intensity and duration

How we identify where extra support is needed

We work very hard to make sure we recognise additional needs as quickly as possible and then act swiftly to provide appropriate support in an encouraging atmosphere where children can thrive.

Support is mapped throughout the school. Quality First Teaching is delivered throughout, and children are taught in groups of no more than 18 and in smaller classes in the infants. This is very important to us and allows our teachers to build meaningful relationships with the children that they teach, facilitating early identification of any concerns.

A map detailing the support for children in reading, phonics, vocabulary, spelling, and maths is provided for the current year groups and parents are given this information on parents’ evenings.

Early Intervention

All children are assessed in maths, writing, spelling and reading every term and progress is tracked and monitored by comparison of data sets and by looking at pupil workbooks. If a teacher feels a child is not progressing in a particular curriculum area, they will liaise with the Special Educational Needs lead about various interventions and strategies. The pupil will be discussed at the weekly SEN meeting with the Headteacher, and specific interventions will be considered and implemented. We always review and consult with parents/carers on these plans, seeking their views and wishes. All action and any agreed support is recorded on the SEND provision map. Early interventions may include the following;

Differentiated teaching and delivery within the classroom. While the learning objectives would remain the same for all children, the activity or the level of work can be tailored to meet the specific need for a child.

Differentiated homework for example reduced spelling etc.

Targeted support from classroom assistants.

Increased use of visual aids and visual timetables.

Flexible teaching arrangements, such as additional focused support in form time.

Group support for phonics, spelling, comprehension and maths. This is when an additional teacher or teaching assistant works with a particular group of children to offer precise support and challenge.

All progress is recorded on an internal school tracking system and by GL assessment which is an Independent Schools requirement, and the effectiveness of interventions is monitored to ensure that the child has grasped the required skills or knowledge. Parents and carers will be consulted on this progress and informed of outcomes through regular face-to-face meetings and telephone conversations.

Involvement of Specialist Agencies

Parents may decide to involve an external specialist agency to assess a child for additional specific learning additional support if they don’t start to make the progress we hope for.  Sometimes we will suggest this to parents and in both circumstances we recommended that parents work with the Special Educational Needs lead who has extensive experience. They can help with recommendations of suitable agencies to contact and can complete questionnaires and materials before any assessments.

In the case of a child diagnosed as needing specific additional support then the child will be placed on the school SEN Provision Map and all our staff will be informed of the diagnosis _ so everyone can work together and follow the programme of intervention to meet the needs of the individual child. The effectiveness of these strategies and the child’s progress will be closely monitored through termly assessments and adjustments will be made if needed. Parents are also offered advice on how to support their child at home.

We will record all the child’s developments on the SEN provision map. An Individual Education Plan may be set up with specific targets to be met within clear timeframes

It should be noted that we do not have the specialist staff to provide dyslexia support.

Education, Health and Care plans (EHCP)

If there is a significant cause for concern, the school will work with parents to apply to their Local Authority for an EHCP.  This will involve supplying the Local Authority with detailed information about the child’s special educational need (SEN), including specialist reports and evidence of the child's support in school.

Exam Access Arrangements

When applying to secondary schools, parents and carers must request additional access arrangements, such as extra time or exam breaks, providing evidence of a recent specialist report that justifies this request. Secondary schools often contact us before such requests are granted, asking for precise details about an applicant’s ‘normal way of working’ in school, seeking evidence of the support we already have in place.

Classroom Support

We understand that children may require a little extra support from time to time to  help them meet their potential. Our experienced staff are able to offer this in class as part of the school week - a summary of this general provision is outlined below;