Inclusion

The schools have an inclusive ethos and as such we hope to make all our children welcome and feel happy and look forward to their school day. Every child is different, and we view these differences as an opportunity for adults and children to learn more about each other.

The schools have a policy for supporting children with special educational needs which is revised annually. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practicable. Our policy is in line with procedures laid out within the Special Educational Needs and Disability Act (2001). More information on the graduated response can be obtained from the school via the Head Teacher/Special Needs Co-ordinator (SENDCo) and a copy of the policy for SEN is available on request or available on the website.

Our schools aim to meet the needs of children with special educational needs or those with a disability.

If your child has a disability, he or she will be treated no less favourably than other children applying to the school. We make reasonable adjustments to the physical environment and learning materials to ensure that pupils with disabilities are not placed at a disadvantage. We know we have succeeded in making reasonable adjustments when disabled pupils are participating fully in school life. We will take all reasonable steps to ensure that people with a disability are not treated differently without lawful justification.



In order for effective partnership between home and school to take place, we anticipate that parents will:

Through allocation of suitable resources, the school ensures that children receive targeted teaching, including being supported by assistants in the classroom as appropriate.

In order for effective partnership between home and school to take place, we anticipate that parents will:

• Inform the school if their child has a disability and the exact nature of it
• Provide information the school needs to plan effectively for the child to be a full member of the school community
• Acknowledge that when deciding if an adjustment is reasonable, one of the factors the head teacher must consider is the effect of the proposed change on all members of the school community
• Recognise the importance of the school and home working in partnership.

Through allocation of suitable resources, the school ensures that children receive targeted teaching, including being supported by assistants in the classroom as appropriate.

In addition to direct school support, outside agencies such as the local Learning Support Teacher, Speech Therapist, Child and Family Nurse, or Education Psychologist visit the school regularly and are involved in assessing children’s needs and supporting their learning.

If you have any concerns or complaints about the special educational provision for your child, or about special educational needs provision generally, please speak to the Head Teacher, to the named Governor with responsibility for special educational needs, or to any other member of the governing body. If you speak to a governor, he/she will, in the first instance, refer the matter to the Head Teacher. The Head Teacher will investigate and then contact you within five school days. If he/she has not resolved the matter to your satisfaction, it will be referred to the Special Needs Governor, who will consider the complaint at their next meeting and contact you within five school days from the date of the meeting.

The Parent Partnership Service is available for parents whose children have special educational needs. The service is contactable on 01223 699214.

Able Children

Some children’s learning progresses at a faster rate and these children need further opportunities to extend their learning. Their needs will be met through a differentiated curriculum as well as providing them with challenges, such as investigations, to provide more open-ended learning opportunities.

Equality Act Statement

Our curriculum content aims to afford equality of opportunity for our children. All children are treated equally and respected whatever their gender, culture, race, colour, ethnic or national origins or religion. No incident that is or appears to be racially motivated will go unchallenged. All racist incidents will be recorded and parents/carers of victims and perpetrators informed.