Our approach to teaching children & young people with SEN
Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.
The Curriculum also includes the social aspects that are essential for lifelong learning, personal growth and development of independence.
At Pittington Primary School we welcome all children and value them as individuals, treating them equally and with respect. We believe that all children have the right to have their own particular needs recognised and addressed in order to achieve success and reach their full potential. We follow the Early Years Foundation Stage Curriculum and the National Curriculum, whilst ensuring curriculum expectations are adapted and made accessible to all learners. We have high expectations of all of our pupils whilst appreciating that the curriculum may appear different to individual learners depending on their special needs.
Our Inclusive Practice
Inclusive practice begins with the child, their family and the school working in close partnership together. This partnership is further supported by the advice from professionals and other agencies that provide support and guidance for particular children. Below is a list of some of the agencies we have used in the previous year:
-Speech and Language Therapy
-Educational Psychologist
-Occupational Therapy
-School Nurse
-Health Visitor
-Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS)
-Children and Adolescent Mental Health Services
-Emotional Wellbeing and Effective Learning Team
-Paediatricians
-Autistic Spectrum Condition Team
-One Point Services
-Resilience Nurse
-Dieticians
-Clinical Health Teams
-Movement Difficulties Team
SEN Support
Through discussions, observations, assessments and data analysis the SENCO, class teachers and support staff will identify any children who appear to have Special Educational Needs. Children with SEN may also be identified by outside agencies and organisations. Parents and Carers may also inform the SENCO or teaching staff of any concerns and possible Special Educational Needs. When a child is identified as having SEN they will be placed on our school’s SEN register as ‘SEN Support’.
When a class teacher or the SENCO identify a child with Special Educational Needs, the class teacher will provide interventions through ‘Quality First Teaching’ that are additional to those provided as part of the school’s usual classroom practice. The triggers for SEN support are that, despite receiving quality first teaching the child;
- Continues to make little or no progress in specific areas.
- Continues working at Curriculum levels substantially below that expected of children of a similar age.
- Continues to have difficulty in developing literacy and mathematical skills.
- Has emotional difficulties which substantially and regularly interfere with the child’s own learning.
- Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service.
- Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
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