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 (EYFS)/national Curriculum, but also a range of additional opportunities to enrich the experience of all pupils. The curriculum also includes the social aspects that are essential for lifelong learning, personal growth and development of confidence.
Sedgefield Hardwick prides itself in being inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs and that relevant and appropriate outcomes are planned and measurable
- Ensure that all staff have an understanding of the different difficulties and conditions which affect how children learn, through a robust system of staff training and sharing of knowledge.
How do we help pupils gain in confidence and improve their self – esteem?
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy, procedures and practice in order to achieve best practice.
How we support SEN
At Sedgefield Hardwick we adapt the curriculum and learning environment for pupils with SEN
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. At Sedgefield Hardwick 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. However, children’s needs will be frequently 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.
Alongside Quality First Teaching, there may be a Teaching Assistant (TA) working with your child, either individually or as part of a group, if this is seen as necessary by the class teacher. Children may be taken out of the classroom for additional teaching sessions or intervention. At Sedgefield Hardwick we also employ external specialist teachers who support children with subjects such as maths. The aims and regularity of these sessions will be explained to parents when the support starts.
Who will explain this to me?
Children at Sedgefield Hardwick that are receiving additional support and intervention programmes have a Support Plan. Parents are invited into school to review and discuss support and progress with staff every term around the same time as part of Parent Consultations. The children also meet with their teacher or the SENCO to discuss their Support Plan. This allows the children to share their views and opinions and gives them ownership of their Support Plan.
For further information the SENCO is available to discuss support in more detail.
How are School Governors involved, and what is their responsibility?
Governors are kept up to date on the progress of SEN pupils; the SENCO meets with the Governing Body termly. Confidentiality is maintained and individual pupils are not named however, data is shared to support discussions around funding arrangements and the SEND Notional Budget. The Governors agree priorities for spending and evaluate the impact of previous funding allocations.
If you would like to discuss your SEND requirements in detail please contact the SENCO or the Head Teacher to arrange an appointment.