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SPECIAL EDUCATIONAL NEEDS

The school closely monitors children who are considered to have a Special Educational Need (SEN). Their needs are wide ranging - some have a specific learning difficulty (SpLD) or dyslexic type, some behavioural, some physical. At the present time, we have no children for whom special access facilities need to be made. Most of these children are registered at the School Action/School Action Plus stage of the code. This simply means that their level of difficulty is such that it is provided for by the class teacher with no outside help, although informed advice may be sought.

When it is considered that a child’s needs cannot be met by a class teacher in isolation, further support is sought from the SEN Co-Ordinator (Mrs Marshall) and, if necessary, outside agencies, e.g. Support Teachers, Education Psychologist, Communication Therapist. These children are then moved to the School Action Plus stage.

Children throughout the school with SEN are supported alongside their class teachers by Teaching Assistants, both in class, and through a variety of intervention programmes.

Very few of our children are considered by the Local Education Authority to have needs sufficient to merit a Statement of Educational Needs and further funded support. When such a statement is issued with financial support, it is school policy that such funding is directed towards meeting the needs of the child involved. Through this funding, we are currently able to engage the services of four part-time Teaching Assistants, whose function is to support specific children.

A child who appears to be experiencing significantly more difficulty than his/her peers over a period of time may be considered to have a Special Educational Need. Class teachers or Teaching Assistants continue to identify children whom they consider to have a SEN and this is always brought to the attention of the child’s parents. SEN has sometimes already been identified for some children before admittance to school.