Inclusion: how we support children with special educational needs
'Children's self-esteem is key to their success in life, whatever their needs or abilities.
They need to feel valued and supported.' - Charlotte West, SENCo
Every child has a right to an excellent education and we offer an inclusive curriculum that meets the needs of all our children. We have robust systems in place to ensure that any issues are detected early and the appropriate support is given.
We have a comprehensive programme of interventions that targets children with specific issues such as dyslexia. These interventions are carried out by trained staff and we employ a specialist dyslexia teacher for one afternoon per week.
During our school assemblies, we have tackled issues such as bullying, autism and disability to promote a culture of understanding and tolerance. We are proud of our children's good behaviour and the way they look after one another. This has been commented upon by outside agencies, particularly when our children attend residential courses. Team leaders regularly praise the way they support and encourage each other regardless of needs or abilities.
Rackenford Whole School Offer
From September 2014, all schools are required to make clear to parents and carers the support and provision available within the school for children who have special educational needs.
Devon’s local offer can be found at here.
In our school we will ensure that we:
Identify children and young people with special educational needs quickly and accurately so that support can be put in place.
Our SENCo meets each half term with every class teacher in order to track progress and attainment of children with special educational needs. Within this meeting, each child is discussed with a focus on barriers to learning, key needs and next steps.
Continuous professional dialogue between teachers and SENCo mean that children’s needs can be identified at the earliest point.
Each term, the SENCo meets with our Educational Psychologist. As part of this meeting, children are identified and strategy guidance and/or further provision required is shared.
Make sure teachers can teach children and young people with a diverse range of needs.
As part of our school culture teachers work collaboratively together to share expertise and skills. We work in teaching teams and across year groups. The SENCo sources guidance and support on specific needs from a range of agencies. These may include the Educational Psychologist, Vranch House, Speech and Language Service, Behaviour Support. Advice given from these services is shared with class teachers, who are supported to implement these within the classroom.
Focus on the quality of teaching for all children and develop approaches to meet the needs of individual children and young people.
Quality WAVE 1 teaching is a school wide priority. Staff are continuously striving to enhance their practice. Collaborative work with colleagues coupled with monitoring means that good practice can be shared and celebrated and clear targets to enhance teaching further can be agreed. We expect each classroom to be an inclusive environment where every opportunity is given for children to achieve to the very best of their abilities.
Meet the needs and objectives identified in a Statement or Plan for children and young people with additional needs.
All statements are reviewed on an annual basis and the school invites all relevant professionals involved to attend these meetings. As part of these reviews, clear, manageable targets are set. These targets are broken down into smaller steps which form part of the child’s Individual Education Plan. Targets are shared with all professionals involved and with the child and their parents/carers. These targets are reviewed termly and amended as necessary.
Have a regularly reviewed Special Educational Needs and Disabilities Policy, which is distributed to all parents of children with additional needs.
We have a clear and transparent SEN policy which is available on our website. It reflects the recent changes resulting from the 2014 Code of Practice. Our SEN policy is adopted and reviewed regularly with governors.
Work in partnership with children, young people and their parents.
The welfare and best interests of your children is our utmost priority and by working together as a team around the child we can achieve the best outcomes. We encourage parents to be fully involved in their child’s learning. Teachers welcome parental feedback and value their expertise as the person who knows their child the best. When your child is identified as having an additional need, your child’s class teacher will meet with you to discuss their observations and for you to share your concerns. At this point, short term, achievable targets may be identified and you may be asked to support these at home.
Delegate resources fairly, efficiently and in response to identified need.
Through the ‘Tiverton Learning Community Partnership’ we have access to a wealth of expertise. When needs are identified, we meet as a team to discuss the most appropriate resource to support the child and where needed, look to external agencies for their specialist support.
Notify parents whenever special educational needs provision is being made for their child and give them access to independent information, advice and support.
When an additional need is identified we will make sure that you understand the nature of the need and answer any questions that you may have. We will make sure that it is clear to you how we are supporting you child within school. Devon Parent Partnership is an independent support service which can also give you advice and guidance (01392 383080).