‘Love your neighbour as yourself.’ (Matthew 22v37-39)
St Anne’s prides itself on living out our school vision- to be the best version of ourselves that God created us to be- by shaping our school life to enable each child (and adult) to flourish and achieve.
We are an inclusive school. We support all pupils to learn, contribute and participate in all aspects of our school life; not only academic, but moral, social, cultural and spiritual too. Our curriculum includes not only the formal requirements of the Early Years Foundation Stage Curriculum/National Curriculum, but a wide range of additional opportunities which enrich the experiences of our pupils. The curriculum also includes the social aspects that are essential for life-long learning, personal growth and the development of independence. By encouraging independence at all age and ability levels, we endeavour to develop confidence, improve self-esteem and promote enthusiasm in all our pupils.
All pupils follow the Early Years Foundation Stage Curriculum/National Curriculum at a level and a pace that is appropriate to their abilities. When it is appropriate to do so, we may adopt inclusive practices in order to meet the needs of individual pupils. Some of the actions we may take to achieve this are:
- Quality First Teaching
- A range of different teaching and learning styles
- A range of whole class, group and 1:1 teaching
- Differentiated teaching, materials and resources
- Additional support in class or out of class
- Access to technology
- 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.
- 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 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 regularly review the policy, procedures and practice in order to achieve best practice.
How we support SEN
Our school vision is to be the best version of ourselves that God created us to be – with minds to learn and hearts to care. Children with Special Educational Needs and/or a disability may need some support to enable them to flourish and achieve this. Here at St Anne’s we aim to provide this support in the best way we can.
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 St Anne’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. 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 co-ordinate 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, that your child will receive in lessons, there may be a Teaching Assistant (TA) or Higher Level teaching Assistant (HLTA) 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 St Anne’s 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 St Anne’s who 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 Parent Consultations. The children also meet with their teacher or the SENCO to discuss their Support Plan and may work on a ‘My Views’. 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 the Governors involved and what is their responsibility?
Governors fully support our school vision and values. They 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.