If you are not happy with the provision made for your child, please contact the class teacher or SENCo- Miss Rachel Mirfin- and explain your concerns ...
How does our school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?
We have access to a wide range of professionals and outside agencies which we can consult regarding meeting children’s needs and supporting families...
How do we provide support for social and emotional development? What extra pastoral support arrangements do we have for listening to the views of children and young people with SEN? What measures do we have in place to prevent bullying?
We endeavour to support all children emotionally. All children follow a structured PSHE curriculum and our school policies address a variety of issues...
How do we enable children and young people with SEN to engage with activities (available in school) with children and young people without SEN?
All children with SEN have the same opportunities in school as children without SEND. Provision is made for all children to take part in extracurricul...
How do we evaluate the effectiveness of the provision made for young people and children with SEN?
Progress of children with SEND is monitored through analysis of data, teacher reports on progress, pupil progress meetings and intervention evaluation...
What expertise and training to support children and young people with SEN do we have in school? How do we access and secure specialist expertise?
The school provides training and support to enable all staff to improve teaching and learning of all children, including those with SEN. This includes...
What is our approach to teaching children and young people with SEND?
We are committed to working together with all members of the school community. Parent partnership is particularly important to us. Our commitment to Q...
What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood? How do we ensure that , as young people prepare for adulthood, outcomes reflect their ambitions (which may include higher education, employment, independent living and participation in society)?
We recognise that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is as smooth as possible. If your...
What arrangements are in place for assessing and reviewing children’s and young people’s progress towards outcomes? What opportunities are available for parents and young people to work with the school as part of this assessment and review?
The progress of all children is regularly monitored and reviewed throughout the year using the school tracking system. SEND assessment is used to show...
What arrangements do we have in place in school to consult with children and young people with SEND and how do we involve them in their education?
We consult the children in various ways to involve them in their education. We ask all children for their views regarding the theme they are working o...