Inclusion
The SEND aims of our school:
At Springfield Primary School, all children are equally valued. Through our school’s ethos, mission statement, aims, policies, practices and provision, we strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. We are committed to giving all our children every opportunity to achieve the highest of standards.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners.
Click here to view the SEND Policy
How we support SEND
Springfield Primary School prides itself in being very 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.
- Pupils to 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 and practice in order to achieve best practice.
With the permission of parents/carers we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
- Carry out further assessment of the child’s needs
- Provide advice to schools on how to best support the child
- Suggest resources that would help the child make progress
Our teachers/teaching assistants work in partnership with parents/carers and the SENCO (Special Educational Needs Co-ordinator) to find ways to support each child with their needs, including giving parents/carers ideas on how to help their child at home.
Our school staff set targets for SEND (Special Educational Needs and Disabilities) children which are shared with parents/carers, either during Parents’ Evening or a Review Meeting.
If your child has Special Educational Needs our SENCO, Mrs Wilby, will:
- Ensure the right support is put in place for your child
- Advise other teachers and teaching assistants on how to help your child and ensure they have an up to date Individual Support Plan and Provision Map detailing how their needs will be met in school
- Arrange training for staff so they understand your child’s needs
- Work closely with you on a regular basis to talk with you about your child’s needs and listen to any ideas or concerns you might have
- Work with other professionals (if necessary) who may be able to help your child, e.g. speech and language therapist /medical professional/educational psychologist
What does this mean for your child?
- Your child’s teacher will make sure that the curriculum is tailored to meet your child’s needs. Your child may also engage in interventions and sessions with specific targets to help him/her to make more progress.
- You may be asked for permission for the school to refer your child to a specialist professional. This will help you and the school to better understand your child's specific needs.
Education Health and Care Plans (EHCP): Specified individual support
This types of support was previously referred to as a Statement. This type of support is available for children whose learning needs are severe, lifelong or complex. This is usually provided via a statement of Educational Needs or an Education Health and Care Plan.
At Springfield Primary School, we follow a graduated support approach, which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables identification of those interventions, which are most effective in supporting the pupil to achieve good levels of progress.
