Special Educational Needs, Disabilities and Inclusion
At St. John’s Catholic Primary School, we define Inclusion to mean all children are provided with equal opportunities and access to the curriculum, with challenges and support that reflects their needs. All children are equally valued and are taught to value each other
as individuals. All pupils, regardless of physical or learning needs or abilities, are included in all aspects of school life. High-quality teaching that is differentiated and personalised will meet the individual needs of the majority of children. Some children need educational provision that is additional and different to this. This is a special educational provision under Section 21 of the Children and Families Act 2014.
A child of compulsory school age has a learning difficulty or disability if she or he:
• has significantly greater difficulty in learning than most others of the same age, or
• has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools This includes provision for learning, behaviour, social or physical needs.
At St. John’s RC Primary school, we recognise that each child is a unique individual with their own needs. We believe that it is our responsibility to recognise the needs of all our pupils and support individual children who may require provision over and above that of usual practice. We recognise that some children will require this extra support for a short period of time while others may require support throughout their time in school. By providing a supportive environment, we aim:
• To enable all pupils to achieve and celebrate success
• To promote confidence and self-esteem through success
• To enable all pupils to achieve their full potential and become confident, independent learners.
• To ensure full access to a broad and balanced curriculum, including the National Curriculum, for all pupils, through the provision of appropriate adult support and differentiated activities.
• To ensure all children regularly receive both Teacher and Teaching Assistant input in class to support their learning effectively.
• To identify, assess, record and regularly review pupils’ progress and needs
• To work collaboratively with parents, other professionals and support services including the Educational Psychology Service.
• To involve children and parents/carers in planning targets and provision
• To have a named co-ordinator for SEN who will have clear responsibilities for overseeing the provision and who will work in partnership with outside agencies.
• To ensure that the responsibility held by all staff and governors for SEN is implemented and maintained.
• To support Catholic children with special educational needs in their preparation to receive the Sacraments.
• Children with abilities that are well above the norm are also deemed to have special needs and provision is planned to meet these needs.
If you have any questions, please contact our SENDCo Sue Lenihan on 01295 263740 or by email email@example.com