We endeavour to achieve maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs.
Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children’s interests and abilities. This ensures that all children have an appropriate access to the school curriculum.
Special Educational Needs may be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others.
English as an Additional Language (EAL) is not considered a Special Education Need. Differentiated work and individual learning opportunities are provided for children who are learning EAL as part of our provision for vulnerable learners.
We focus on individual progress as the main indicator of success.
We strive to make a clear distinction between “underachievement” – often caused by a poor early experience of learning - and special educational needs.
Some pupils in our school may be underachieving but will not necessarily have a special educational need. It is our responsibility to spot this quickly and ensure that appropriate interventions are put in place to help these pupils catch up.
Other pupils will genuinely have special educational needs and this may lead to lower-attainment (though not necessarily to under-achievement). It is our responsibility to ensure that pupils with special educational needs have the maximum opportunity to attain and make progress in line with their peers.
Accurate assessment of need and carefully planned programmes, which address the root causes of any learning difficulty, are essential ingredients of success for these pupils. These will be provided, initially, through additional support funded from the devolved schools budget. High Needs pupils may need further additional support, which will be funded through High Needs Funding.
Maintenance and analysis of whole-school provision map for vulnerable learners
Identifying on the school’s provision map a staged list of pupils with special educational needs – those in receipt of additional SEN support from the schools devolved budget, those in receipt of High Needs funding and those with statements of Special Educational Need or Education Health and Care plans
Coordinating provision for children with special educational needs
Liaising with and advising teachers
Managing other classroom staff involved in supporting vulnerable learners
Overseeing the records on all children with Special Educational Needs
Contributing to the in-service training of staff
Implementing a programme of Annual Review for all pupils with a statement of special educational need, complying with requests from an Education Health and Care Plan Coordinator to participate in a review.
Carrying out referral procedures to the Local Authority to request High Needs funding and/or an Education Health and Care Plan when it is suspected, on strong evidence arising from previous intervention (additional SEN support from devolved budget), that a pupil may have a special educational need which will require significant support
Overseeing the smooth running of transition arrangements and transfer of information for Year 6 pupils on the vulnerable learners’ provision map
Monitoring the school’s system for ensuring that Individual Learning Plans, where it is agreed they will be useful for a pupil with special educational needs, have a high profile in the classroom and with pupils (see section below on Individual Learning Plans)
Evaluating regularly the impact and effectiveness of all additional interventions for all vulnerable learners (including those with special educational needs)
Meeting at least termly with each teacher to review and revise learning objectives for all vulnerable learners in their class who are being tracked on the school’s provision map (school managers will guarantee planning and preparation time for teachers and SENDCO to ensure that these meetings occur).
Liaising and consulting sensitively with parents and families of pupils on the SEN register, keeping them informed of progress and listening to their views of progress, in conjunction with class teachers
Attending area SENDCO network meetings and training as appropriate.
Liaising with the school’s Inclusion Governor, keeping him/her informed of current issues regarding provision for vulnerable learners, including those with Special Educational Needs (nationally, locally and within school)
Liaising closely with a range of outside agencies to support vulnerable learners.
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