SEND Information Report - 2016
The Governors and staff of Garsington Primary school recognise that all children have a right to a broad, balanced, relevant and differentiated curriculum. We aim to create a happy, educationally exciting and positive environment in which all pupils can develop to their full potential and become confident, independent individuals.
We aim to:
· ensure that our curriculum is responsive to all children whatever their individual need
The Oxfordshire County Council Local Offer for Children with SEN and disabilities can be found at: https://www.oxfordshire.gov.uk/cms/taxonomy/term/278
Information and Guidance
Introduction to Special Educational Needs and disabilities (SEND)
All schools have a similar approach to meeting the needs of pupils with Special Educational Needs to ensure that all pupils, regardless of their specific needs, make the best possible progress and achieve their potential in school. All schools are supported to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting wherever possible. At Garsington Primary School we have a graduated approach to SEND, ensuring early identification of needs and a continuum of support for children in order to enable them to make progress.
Definition of Special Educational Needs and Disability The Code of Practice (2014) states that a child or young person has a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
What kinds of special educational needs might the children at Garsington Primary have?
Special educational needs and provision can be considered as falling under four broad areas:
Points of Contact
Who should I contact to discuss the concerns or needs of my child?
Garsington CE Primary school is committed to working in partnership with parents and will listen to any concerns parents may wish to raise. Please contact the school to arrange a meeting.
Assessment, Planning and Reviewing Progress
How does the school know how well my child is doing?
How will I be kept informed about how well my child is doing? How regularly will I be updated on my child’s progress?
Will I know if my child is not making progress and what will happen?
Curriculum and Teaching Methods (including groupings / interventions)
What is the curriculum and how is it taught?
How will the curriculum be adapted to meet the needs of my child?
How flexible can teachers be in meeting the needs of my child?
Is there any additional support available to help my child reach his/her expected outcomes?
Access to Learning and the Curriculum
Are there any special features or strategies to help children learn?
How do I know my child’s particular need will be met?
Tests and Assessments : Access Arrangements
What arrangements are available for pupils to access tests and assessments?
How will I know if my child qualifies for additional support or time to access tests?
Social and Emotional Support
How does the school help my child to feel comfortable and safe and manage social situations?
How does the school help develop my child’s social and emotional skills? What is the school’s policy on bullying?
Accessibility to Premises and Facilities
What facilities are in the school to assist children with disabilities move around the building and take part in lessons? How do I know my child will be able to access all lessons?
Working with others
Who does the school work with? How does the school work with other agencies? How will I be informed?
• The SENCO liaises with class teachers, leadership team and parents to prioritise referrals to these services.
• Referrals to services may also come about following pupil review meetings.
• Staff (usually the SENCO or class teacher) discusses the referral to a service with parents/carers.
• Parent’s views will be sought and they may be invited or can request to meet with the service.
• Reports and recommendations are shared with parents and expected outcomes and strategies to meet those outcomes are planned.
How will the school help my child settle with confidence and manage change as they move between schools and year groups?
Early Years Transition
Moving on at Year 6
If your child is moving to another school we will:
If your child joins us from another school we will:
Policies linked to SEN Report:
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