Our school welcomes all children and values them as individuals, treating them equally and with respect. We believe that all children have the right to have their own particular needs recognized and addressed in order to achieve success.
We believe that all teachers are teachers of children with SEND and it is therefore a whole school responsibility to ensure that these children’s needs are addressed. Through staff working together as the team, and in partnership with pupils and their parents, we strive to ensure that the following aims are met.
We are committed to ensure that all pupils:
- Have access to the school curriculum and all school activities.
- Achieve to the best of their abilities, despite any difficulty or disability they may have.
- Have teaching staff who are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Gain in confidence and improve their self-esteem.
- Are supported by parents/ carers, staff and relevant external agencies in order to meet their special educational needs and disabilities.
- Who need special consideration to support their needs (whether these are educational, social, physical or emotional) are identified at the earliest opportunity.
- Receive suitable provision to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Are fully included in all activities of the school in order to promote the highest levels of achievement.
- Are encouraged to be independent, resilient and have a greater sense of self-worth.
- Have an entitlement to celebrate their achievements.
We place a great deal of value on the role of the parent/carer. We understand that it can be difficult in some cases for parents to deal with the fact that their child has additional needs and we are particularly sensitive in the early stages when a child is first identified. We aim to reassure parents/carers and clarify issues/information for them throughout the SEND process. We recognize that parents hold key information and have knowledge and experience to contribute to the shared view of their child’s needs and the best ways of supporting them. All parents of pupils with Special Educational Needs will be treated as partners and supported to play an active and valued role in the pupil’s education. We will always keep parents/carers informed about their child’s special needs and invite them to termly review meetings.
Special Educational Needs and/or a disability can affect many children throughout their school career and beyond. Whilst disabilities generally affect children long term, not all SEND difficulties should be seen as life-long. SEND is seen by our school as the child requiring provision that is additional to or different from the rest of the class. Here at South Stanley Junior’s we understand that every child is unique and a carefully planned approach is needed.
Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEN. Some children, at some time in their school life might have additional or different needs and it may be that they will be on our SEN register for a short period or a long period of time. Children’s needs will therefore be reassessed regularly in order to ensure that the provision is suitable and supports every child’s development.
Our SENCO, oversees the operation of the SEN Policy and works alongside class teachers to coordinate provision for children with SEN. The class teacher will plan for the child and use regular assessment to ensure that progress in every area is made. This is Quality First Teaching and is where the work is highly differentiated and suits the needs of all children; it comes in the form of a lesson rather than an intervention programme.