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The desire of all leaders and governors to be outstanding is clear. There is no sense of complacency. (Ofsted 2016)
Some children will have specific needs related to their education. Teachers in this school will always attempt to give work to children which is appropriate to their learning capability, stretching children who learn quickly, and supporting children who need extra time or help.
The basic skills of reading, writing and number work are our priority, especially for children who need extra help.
In all cases, teachers will inform parents if they have a concern about a child’s lack of progress, and discuss the situation with them. This will be conducted through agreed school systems. It may be that the child will be placed on our Special Educational Needs record. We will always endeavour to maintain excellent communication with parents.
All schools must follow procedures from the Special educational needs and disability code of practice: 0 to 25 years. The Code of Practice advocates a graduated response to meeting pupils’ needs at an appropriate level.
We recognise that all pupils are individuals and have their own needs. Some pupils require support in addition to that provided for everyone. Their needs may arise from, exceptional ability, physical or sensory difficulties, or specific learning difficulties.
When concerns are first highlighted teachers complete a ‘Cause for Concern’ form which is forwarded to the Inclusion Leader and the SENCo – advice and support will be returned to the teacher. In time it may be necessary to take some additional or different action to enable the pupil to learn more effectively.
At this point the pupil may be placed on the SEN record at SEN support. Strategies and targets at an appropriate level are then agreed and listed on an I.E.P. (Individual Education Plan) and external agencies will be contacted, if necessary, to help support the child.
In a very small minority of cases, children demonstrate such significant difficulties that an Educational and Health Care Plan may be established. This process involves the Educational Psychologist and the Local Authority. The Education and Health Care Plans are gradually replacing Statements of Educational needs (this will happen at key transition periods for the child). A child at this stage will have an allocation of either Teaching Assistant time or support teaching time.
When possible we provide, from the school budget, a small amount of additional teaching time for selected children. Extra support is used for one to one teaching or small group work as well as support work within the class. Learning Support Assistants also contribute to this support structure. We are linked with an Educational Psychologist who visits our school for consultation, pupil assessment and to advise staff (we are currently allocated three days of her time per year.)
During Key Stage 1 and 2 SATs, where allowed to do so, we will also provide reader support and/or extra time to eligible children. This ensures that a literacy difficulty does not prevent children from demonstrating their true knowledge and understanding.
The Special Educational Needs Co-ordinator (SENCO), Miss Kandi Moody, liaises with parents, teachers and support agencies when planning how to address individual pupils’ needs. Parents who have any concerns about their child’s progress in school should, in the first instance, discuss them with the class teacher, who will monitor the situation and liaise with the SENCO.
For further details, please download our full SEN Policy/Report and Leicestershire SEND local offer.