All pupils feel motivated to excel because their needs are met through a policy of inclusion. Pupils receive support appropriate and tailored to their particular needs. Our inclusive approach means that most support takes place in mainstream lessons using the following strategies:
- High quality differentiated teaching
- Teaching which is adapted to take account of specialist advice
Modified resources, equipment and groupings
- Additional adults deployed to support the pupils and the teacher
- Teaching Assistants work within departments to support pupils in all year groups. This enables them to provide specialist and subject-specific support. They focus on ensuring that pupils become independent learners with high levels of confidence and self-esteem.
Pupils with additional needs benefit from a range of intervention programmes. Advice is sought from external professionals such as Educational Psychologists, Occupational Therapists, Speech and Language Therapists, The Social Communication Team and The Learning and Behaviour Team. This advice, together with internal assessment procedures, informs the provision that is made to meet the pupils’ needs.
Parents’ and carers’ views and their knowledge of their child are essential to successful inclusion. Parents’ evenings provide an opportunity to discuss the progress of the pupils. In addition, the SENCO attends Parent Forum, and meets parents regularly to evaluate the impact of provision and plan future actions.
The caring approach of the school, along with a commitment to helping every pupil develop their full potential, ensures that all with additional needs have the opportunity to progress, thrive and flourish.
The guide for parents, from the Department of Education, explains how the system that supports children and young people with special educational needs and disabilities works. It covers:
- the law and statutory guidance on which the system is based
- places to go for help and further information
- details about changes to the system from 1 September 2014