Special Educational Needs
Additional educational needs
All children are valued, respected and welcomed to the school whatever their additional educational need. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate.
Special educational needs
The Special Educational Needs and Disability code of practice 0-25 years (January 2015) recognises that there are four broad areas:-
- Communication and interaction (language and autism spectrum disorder)
- Cognition and learning (general learning and specific learning difficulties)
- Physical and sensory
- Social, emotional and mental health
We are able to provide an environment which enables access for all pupils regardless of their need. Our school has been adapted for provision to admit disabled pupils.
Wheel chair access is provided through most external and all internal doors. There is a toilet with disabled access in both buildings and a stair lift in Upper Key Stage Two to access Year 4 and 5.
Our procedures for identifying and assessing the special needs of individual children involves pupils, parents, teaching staff and external agencies. Within every school there will always be a number of pupils who for a variety of reasons are classed as having special educational needs (S.E.N.) We have taken a number of steps to ensure that any child who shows signs of a particular need is recognised as early as possible and where necessary placed on the Register of Special Needs. Progress is carefully monitored and recorded.
The Special Educational Needs Coordinator will work in close consultation with families and staff in identifying, assessing and supporting children with Special Educational Needs throughout the school. We strive to ensure that particular needs are identified as early as possible and will work alongside other external agencies to assess, plan provision for and review the needs of these children using provision maps and SEN support plans.
Mr Woolf is the recognised SEN Coordinator.
Gifted, able and talented
Our school will have, at any time, a number of able, talented or gifted pupils. We recognise academic and practical performance as well as those who show outstanding artistic, musical and creative talent, physical skills, leadership qualities and the ability to process ideas and information.
We have a three tier gifted and talented register:
- Whole school register celebrating everyone’s talents
- Year group register celebrating specific talent
- Central register acknowledging pupils who perform within the national gifted & talented criteria.
Mrs Bateman is responsible for the provision of gifted and talented pupils in school.
The Governors and staff at S.P.S. take seriously their responsibility to promote safeguarding and are required by law to refer all child protection concerns to Social Services. Failure to do so represents a direct contravention of the Human Rights 1998 & UN Convention on the Rights of a Child. We follow statutory guidance in Keeping Children Safe In Education September 2016.
We are advised that should there be a conflict between the needs of the child and those of the parent/ carer, the needs of the child should come first. We understand the distress caused by a referral but would hope that parents understand that staff have no choice in these matters and act at all times in the best interests of the children in their care.
Designated Safeguarding Lead – Andy Woolf
Deputy Safeguarding Leads
– Charlotte Bonas
– James Bearpark
– Sarah Walker
Safeguarding Link Governor – Lynne Stabler
We are committed to:
• Providing an environment in which children feel safe, secure, valued and respected, confident to talk openly and sure of being listened to.
• Providing suitable support and guidance so that children feel confident to approach appropriate adults.
• Using the curriculum to provide opportunities for increasing self- awareness, self -esteem, assertiveness and decision making.
• Working with parents to ensure the welfare of all children which may involve other agencies.
• Ensuring all staff are able to recognise the signs and symptoms of abuse and are aware of the school’s procedures and lines of communication.