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Potten EndChurch of England Primary School

Growing, Laughing, Learning, Succeeding together through faith

Special Educational Needs

We aim to provide a broad and balanced curriculum for all children. We admit any child into the school according to the LEA admissions procedures and regardless of whether or not they have a special educational need. We recognise that children make progress at different rates and that some children who make comparatively less progress may nevertheless be making good progress according to their own ability.

 

Providing a number of tasks which range in difficulty within a lesson, or expecting a different standard of work at the end of a lesson is all part of the teacher’s work. Within every class lesson, children will be working towards targets appropriate to their own level of ability (this is called differentiation). Some children, however, face significant barriers to their learning which cannot be overcome through differentiation. These are most likely to arise as a consequence of having a special educational need and will necessitate special educational provision to be made.

 

A child has a learning difficulty if he/she:

 

  • has a significantly greater difficulty in learning than the majority of children of the same age or
  • has a disability, which prevents or hinders him/her from making use of the facilities provided by the school for children of the same age.

 

Children may have a special educational need either throughout, or at any time during their school career.

 

The school has a Special Educational Needs policy which is in line with the national Special Educational Needs Code of Practice. The aims of our policy are:

 

to ensure that the special educational needs of children are identified at as early a stage as is possible, assessed and provided for:

 

  • to create an environment that meets the special educational needs of each child
  • to enable all children to have full access to all elements of the school curriculum
  • to identify the roles and responsibilities of staff in providing for children’s special educational needs
  • to enable everyone involved in the child’s education to support the child as fully as possible.

 

A copy of the policy is available on request. We are able to meet the aims of our policy through monitoring the progress of every child each term. If a child is identified as having a special educational need, appropriate provision is determined and provided. This may include additional support within or outside the classroom, the creation and monitoring of an Individual Education Plan (IEP) or the seeking of advice from outside agencies. Agencies through which support has been gained recently include the Educational Psychology Service, Speech and Language Therapy, Occupational Therapy and the Westfield Base for Specific Learning Difficulties.

Inclusion

 

The school offers a continuum of provision to meet a diversity of pupils’ needs. Although classes are mixed ability, class teachers have the flexibility to set smaller ability groups, with their class, for English and Mathematics. Additional in-class support is available in classes, which is provided by Teaching Assistants and a Specialist Teaching Assistant. This additional support is targeted at individual pupils and small groups of pupils who are catching up on their basic skills or, have a learning difficulty.. The Higher Level Teaching Assistants, Teaching Assistants and Specialist Teaching Assistant support pupils with emotional and behavioural difficulties, as well as working with gifted and talented pupils. Computers are available to support learning in every classroom.

 

A range of extra-curricular activities are available during lunchtime and after school, for example: recorder club, football club, craft club, cookery club, gym club, netball club and dance club.

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