Special Educational Needs (SEN)
We have a fully inclusive ethos which determines that all pupils will be able to access the curriculum at a level appropriate for their individual needs. Class teachers do weekly planning which includes detailed differentiation to cater for all pupils in their classes. The class provision map identifies which children require specific interventions to help accelerate their progress. A few children that have needs which are more complex will have an Individual Education Plan. The plan will allow us to implement specific targets that will support them to make good progress.
If you think that your child may have an unidentified special educational need, the first step is to approach their class teacher for a discussion. Then if you are still concerned please book an appointment to speak our SENCo through the school office.
Our SEN policy can be found here.
Useful external links for parents
Here you will find additional useful information and links to support which is available to you and your children. For further information, please contact Belinda Metcalfe, our Senco at: firstname.lastname@example.org
Additional programmes in school
Listed below is a brief overview of the key additional programmes we deliver to support all learners, where appropriate. If you wish to discuss your child’s support programmes please do not hesitate to contact the class teacher or acting SENCO, Mrs Metcalfe.
Dyslexia-friendly classroom practices are reflected throughout the school. Staff are supported to ensure they are meeting the needs of dyslexic children and we seek the advice of the Educational Psychology Service where appropriate. You can read more about dyslexia by visiting the British Dyslexia Association and you can read their latest newsletter by clicking here. Other websites that might prove useful are Kent West Dyslexia Association and Dyslexia Action.
Dyslexia and Literacy Strategies for Parents
Dyslexia Provision Map
We are able to offer free screening for pupils in Year 3 and above via Selling School, where we have a trained screener Mrs Sheila Johnson. Irlen Syndrome is a specific type of perceptual problem that affects the way the brain processes visual information. It is not an optical problem. For those with Irlen Syndrome, the brain is unable to process full spectral light. This can results in a range of distortions in the environment, a range of distortions on the printed page or physical and behavioural symptoms. To arrange screening please contact Mrs Metcalfe on 01227 700260 or via email email@example.com .
Every child has access to Quality First Teaching through which differentiation (matching teaching and learning to the relevant needs and abilities of pupils) will ensure that all pupils have access to a relevant and appropriate curriculum. This may take the form of extension (providing challenges which go more deeply into a topic) or enrichment (providing other activities which run alongside the normal curriculum and go more broadly into specific areas of study). Teachers use a range of flexible learning and teaching strategies to keep the most able children interested and provide them with challenge, such as higher order thinking skills, questioning, problem solving and independent learning. This is supported by individual target setting and appropriate grouping arrangements.
A speech programme which targets sounds that children have difficulties in producing. Children are tested within the school using this specialised computer programme and then the class teacher or teaching assistant delivers the suggested individualised programmes. There are occasions when the tests show that a child needs to be referred to a Speech and Language Therapy for additional guidance and/or intervention.
Speech and Language
Individualised programmes submitted by a Speech Therapist assigned to this school which is delivered by the class teacher or teaching assistant. These are for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service. These programmes can include speech sound production, language development and social skills, depending on the child’s needs.
EAL - English as an Additional Language
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development.
The Fizzy programme has been developed by Physiotherapists and Occupational Therapists. It is graded and measurable in three stages and works on three specific areas- balance, ball skills and body awareness.
Toe by Toe
This is a highly structured, multi-sensory individual reading programme which is specially designed for children needing additional support in acquiring reading and phonic skills.
This intervention is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life.
This is provided to help young people understand why they are angry and how to deal with it in a positive and safe way.
Fine motor skills
Fine motor skills are vital to the development of many competencies in young children. Activities are divided into sections focusing on warming up, hand and finger strength, manipulation and eye-hand co-ordination. A programme called Clever Fingers is used for this purpose.