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Aspiring to excellence
We believe that a child has Special Educational Needs (SEN) if he or she has a learning difficulty, which calls for special educational provision to be made for him or her and in accordance with the Children and Families Act (2014) together with the Code of Practice 2014 we endeavour to make Special Provision based on those needs. Regard will also be taken of the Equality Act (2010) and the Special Educational Needs and Disability Regulations 2014.
(The above definition of SEN is taken from P4/5 of the SEN Code of Practice 2014.)
The arrangements for these children do not differ from those of other children unless there is a medical condition needing special facilities. In this case consultation between Parent, Staff and Welfare takes place prior to entry.
The school building is totally on the level and easily accessible to wheelchairs. There is a ramp for wheelchair access onto the playground.
A small part of the SEN allocation in the budget is controlled by the SEN Co-ordinator, who uses it to maintain a central store of SEN support materials, which are listed in an inventory. Class teachers are resourced from this as necessary.
The major part of the allocation is spent on staffing. We use a combination of teaching and non-teaching support within the classrooms, which is overseen by the class teacher. We currently have 22 LSAs giving in total 495 hours of support. Children requiring a great deal of support for SEN in the area of cognition and learning attend a small group setting during literacy and numeracy sessions which is run by a HLTA (higher level teaching assistant) in accordance with the SENCO, and at least 2 other LSAs. There are between two and four LSAs working in each of the lower sets in Literacy and Numeracy, giving support to those children who are experiencing greater difficulty than their peers in either subject. There is one LSA providing support within the classroom in each class throughout the afternoons.