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Special Educational Needs and Disabilities

Our Inclusive Vision

We are a wholly inclusive school who aim to support all children in our school community regardless of any specific education need or disability. Through a range of support from within our own staff team and using a wide range of experts from external agencies we aim to ensure that all children achieve their maximum potential. We recognise that every child will learn in a different way and have their own preferred learning styles which we will cater for in our flexible and engaging curriculum. However, for some children we do need to plan in more detail specific provision to allow them to access and succeed in their learning.

Please get in touch with our Special Educational Needs and Disabilities Coordinator (SENDCo) Mrs Kirsty Romero if you would like to find out more about our provision at the school: 

What are Special Education Needs or Disabilities?

Some children have needs or disabilities that affect their ability to learn.

For example:

  • Behavioural/social (eg difficulty making friends)
  • Reading and writing (eg dyslexia)
  • Understanding and comprehension 
  • Concentrating (eg Attention Deficit Hyperactivity Disorder)
  • Physical needs or impairments

We believe in high quality teaching in every class (Wave 1), the use of school based experts to deliver tightly focused and effective interventions to support learning (Wave 2) and the use of external support where required (Wave 3). Please see bloew our provision map below which provides detail of the three levels of support within our school.

Individual Support Arrangements (ISA)

For children on the school SEND register, an ISA is drawn up by the class teacher to help the parent and the school identify the child's needs and to target areas of particular difficulty. It should show the steps that are to be taken to support the child's learning and set a date for reviewing progress.

The ISA should give details of:

  • learning targets for the child to reach in a given time
  • who will support the child and how that support will be organised
  • what materials and methods should be used
  • how success in the target will be measured
  • what contribution a parent can make

The plan will be discussed with the child and a copy of it shared with the parent. The parent will be invited to give their views at the meeting held to review the progress made under the current plan and set targets for the next ISA. The ISA will reflect any advice given by the specialists who have been consulted in relation to the child.