The School Special Educational Needs Coordinator is Miss Bryony Fairclough.
Her email address is firstname.lastname@example.org
Telephone contact 01772 728052
SEN At ashton primary school
The intent of Special Educational Needs and Disability (SEND) provision at Ashton Primary School is:
That all children with Special Educational Needs and Disabilities experience success; that they achieve well and develop as individuals and members of the community.
Through the application of the SEND policy, we aim to:
- Be respectful: create an environment in which all individuals are valued and have respect for one another;
- Think positively: the whole school community (children, parents and staff) believing that all children, including those with SEND can grow their self-esteem knowing that they are capable, can achieve and be successful;
- Reduce barriers: taking practical steps so that our school environment, facilities, curriculum and practices reduce barriers and are accessible to all;
- Work in partnership: giving children the opportunity to voice their wishes and drawing upon knowledge and expertise of parents and carers in relation to their child;
- Assess accurately: tracking progress of children with SEND regularly and adjusting provision in light of ongoing monitoring, building upon their strengths and achievements;
- Be creative: to think outside the box in coming up with solutions to meet the needs of children with SEND;
- Be responsive: to individual needs of all children;
- Be effective: in targeting additional support using a judicious blend of in class support and withdrawal or intervention groups;
- Be reflective: monitoring and evaluating the effectiveness of our provision for children with SEND to ensure we are providing equal opportunities.
In line with the SEN Code of Practice 2014, we have the firm belief that ‘every teacher is a teacher of SEND’. High quality teaching, differentiated for individual children, is our first step in responding to children who have, or may have SEND. Class teachers are responsible and accountable for the progress and development of all children in their class, including where children access support from teaching assistants or specialist staff.
We expect that consideration of SEND crosses all curriculum areas and all aspects of learning and school life. We aim to make our school environment as barrier free as possible, and our physical school environment is monitored regularly to ensure that resources and classroom layouts are supportive of children with SEND.
Class teachers make regular observations and assessments of learning and development of all children from their admission to school; this includes monitoring social and emotional skills. Teachers and school leaders continually check and monitor children’s attainment and progress in order to identify any difficulties children may be having at the earliest opportunity. If children find school particularly difficult, we work hard to ensure that difficulties are identified and addressed as early as possible. Academic levels and test results provide a snapshot of development and progress of children with SEND and therefore are not the only way in which to monitor progress. We prefer to use a range of information to evaluate progress of children a whole.
We recognise that for some children, reasonable adjustments in class and high quality differentiation may not be enough to help some children with SEN build the necessary skills. When needed, school offers a range of targeted interventions to support a range of different needs. We follow the graduated approach and the four-part cycle of assess, plan, do, review. Children with SEN are monitored and reviewed as part of the school’s on-going assessment system as well as their Individual Pupil Plans (IPP’s). All teachers and support staff who work with children who have SEN are aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required.
Ashton Primary School recognises parents and carers as the child’s first educators. We are committed to working in partnership with parents, children and other members of the school community, as well as outside agencies. Parents and carers know their children best and have a vital knowledge and unique insight into how their child learns. We believe that good two-way communication between home and school is essential. It is important that we share views about a child’s needs and what the school is doing to address these. The school is also keen to support with strategies which may help at home.
Sometimes it may not be clear about why a child is finding aspects of school or learning difficult. Parents, carers and the school may agree that further advice should be sought and may ask for further assessment or advice from other services such as:
- Educational Psychologists
- Speech and language therapists
- Specialist Teachers, including Autism, Visual and Hearing Impairment specialists
- Occupational Therapists
We want our children with SEND to have the same positive schooling experience as all the other children here at Ashton. We want them to have confidence in themselves and know that they are capable, can achieve and be successful. We want our children to thrive in our school environment, where a wide range of opportunities are provided and many efforts are made to reduce barriers to learning.
We want our children and parents to know that their voice is important and heard at Ashton Primary School and for children, parents and school staff to effectively work in partnership in order to achieve the best outcomes for the children.
We want our assessment procedures to be though and rigorous so that provision can be adjusted to meet the unique needs of the children. We want the provision that we put in place to be impactful and effective, ensuring that children with SEND have equal opportunities as the other children in our care.