Every child has individual needs and brings different experiences, talents, interests and strengths to our school.

Our intention is for each child to reach his or her maximum potential in a caring supportive environment, that provides equal opportunities for all, and to create an inclusive environment in which every child is able to access the whole curriculum.

Our aims are:

• To ensure equality of opportunity/entitlement and access to the curriculum for all children
• To maintain a programme of support and referral that will enable the children to receive the help they need quickly and effectively
• To ensure that parents are able to play their part in supporting their child’s education
• To outline the provision for identifying, assessing and meeting special educational needs
• To adopt positive and consistent strategies to help children with behavioural difficulties and/or emotional problems
• To develop skills in identifying children with learning problems and construct suitable programmes of work
• To identify roles and responsibilities of staff in providing for children’s special educational needs
• To develop sensitivity to individual needs and a climate of warmth and support in which self-confidence and self esteem can grow
• To take into account the wishes of the child relevant to their age and comprehension

Procedures for identification, assessment and review are conducted in accordance with the Code of Practice and follow the graduated response based on the categories School Action, School Action Plus and Statement.

Children who may need special consideration in our school include those who:

• have a physical or sensory need
• have a general or specific learning difficulty
• have a different level of achievement from their peers
• have a behavioural problem
• have a social or emotional problem

At this school we believe in the early identification/assessment of Special Education Needs, and use a variety of means. Where a child needs support that is different from or additional to the differentiated curriculum within the class, an Individual Education plan, outlining provision, is drawn up by the class teacher, in liaison with the Special Educational Needs Co-ordinator (SENCo), giving due regard to the opinions of the parents and of the child, where appropriate. Whenever possible children are consulted about their own targets and take some responsibility for achieving them.

Partnership with parents plays a key role in enabling children with SEN to achieve their potential.

In order for parents to be active partners it is essential that they fulfil the following responsibilities:

• Uphold the Home-School agreement
• Ensure children attend regularly
• Attend parent consultation and review meetings
• Meet with other agencies/services as required
• Support work at home
• Keep school fully informed at all times

The class teacher informs the parents at the earliest opportunity to alert them to concerns and to enlist their active help and participation.