Special Educational Needs Policy

Please read our Special Educational Policy for details of how we identify children who have SEN and how we assess their needs.

special educational needs policy

 

What are Special Educational Needs and/or Disablities?

Special Educational Needs in a child can often mean that they require provision within school that is in addition to, or different from the rest of the children in the class. The list of special educational needs and disabilities is endless and although generally disabilities are seen as 'life-long' difficulties, special educational needs are not necessarily so.

The four Primary areas of special educational need are:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health
  • Sensory and/or physical

Types Of Special Educational Needs Can Include:

  • General Learning Difficulties – children whose learning progresses at a slower pace
  • Speech and Language Difficulties
  • Behavioural Difficulties
  • Dyslexia (difficulties with reading, writing and spelling)
  • Dyspraxia (problems with motor skills, organisation)
  • Dyscalculia (difficulties with number work)
  • Autism
  • ADD/ADHD (Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder)
  • Downs Syndrome
  • Cerebral Palsy
  • Other Physical/Medical Needs

How does Laurel Avenue Community Primary School help children with Special Educational Needs and/or Disablities?

When children join our school, parents and carers have an understanding of their child’s needs at this age. Parents and carers know their children best of all and when they join our school the staff begin to get to know the children and their needs.

Children learn and develop in different ways. Staff recognise this and use different teaching styles, resources and plan different types of work in the classroom to cater for the various ways that children learn.

However, at sometime in their school life children may need some extra support. We can do this in many ways:

  • We recognise that you, as your child’s parent/carer, are the expert on them and will involve you every step of the way
  • Talk to parents/carers if they think their child has a special need and let them know what school is doing to support their child
  • We have a designated member of staff who is trained as a Special Educational Needs Co-ordinator (SENCO) - Ms Davison
  • We have a Special Educational Needs Policy
  • We take account of the Special Educational Needs (SEN) Code of Practice. This is advice given to schools by the Government which outlines what schools should do to support children with SEN and gives recommendations for good practice
  • We have an inclusive ethos where each child and their individual needs are fully understood by all staff
  • A supportive and well trained staff who are fully committed to the inclusive nature of our school
  • An engaging curriculum which is designed to meet the needs of children. This includes resources, Information Technology, staffing, teaching styles and differentiated activities
  • We use individualised teaching programmes following particular programmes that address specific needs.
  • Small group intervention work to address any shared difficulties. e.g. Fine and Gross Motor Difficulties Group for children who need additional support in this area, Speech and Language
  • Support from Outside Agencies: e.g. Speech and Language, Occupational Therapy, Child and Adolescent Mental Health Service (CAMHS)
  • Advice and core assessments undertaken by the school Educational Psychologist who can help pinpoint the exact difficulties and offer support and guidance to school and home
  • Learning Support Assistants who offer support within the classroom
  • Additional resources that enable easier access to the curriculum e.g. seating and writing apparatus