All pupils in school receive quality first teaching in a supportive and welcoming environment. This takes account of all their needs, motivating them and facilitating their learning so they can progress and achieve the best possible outcomes.
Children with SEND are the responsibility of the whole school community and all teachers teach children with SEN within their classes. We focus on involving children and their parents/carers from the very start. We believe that early and effective interventions are essential to removing barriers to learning. We have high aspirations, an inclusive ethos and work hard to improve achievement and help children to experience success.
A child or young person has SEND if:
they have a learning difficulty or disability which calls for special educational provisions to be made for him or her,
they have a significantly greater difficulty in learning than the majority of others of the same age,
they have a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age
There are 4 categories of SEN as described in the SEND Code of Practice:
Children with disabilities:
Many children who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. Under this definition ‘long-term’ means ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. It includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.
Children with a disability only have SEN if they require special educational provision.
You can find out details of our SEN arrangements in the school’s policy for SEND which is updated each summer.