Special Educational Needs & Disabilities

Welcome to the Special Educational Needs and Disabilities section of our website.  Within this section you will find everything you need to know about the different types of SEND in our school,  what we do for children with SEND and who can support you and your family throughout your child’s time with us.

Introduction

Definition

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A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16.)

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Broad Areas of need

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There are four broad areas of special educational need, these are:

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• Communication and Interaction -

Includes Autistic pupils and those with Speech, Language and Communication Needs.

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• Cognition and Learning -

Includes pupils with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.

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• Social, Emotional and Mental Health - 

Includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn.

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• Sensory and Physical -

Includes pupils with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

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School ethos & approach

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At Greenland Community Primary School we are committed to meeting the needs of all pupils including those with special educational needs and disability.  There is an expectation that all pupils, regardless of their specific needs will benefit from inclusive teaching which will enable them to the make the best possible progress, ensure they can actively participate in the wider aspects of school life and be supported  for the next phase of their education and preparation for adulthood.   We take great pride in our SEN offer and have dedicated and well trained staff who are passionate about SEN and champion and advocate for SEN both in and outside of school.

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Our school welcomes all children and values them as individuals, treating them equally and with respect. We believe that all children have the right to have their own particular needs recognised and addressed in order to achieve success. We believe that all teachers are teachers of children with SEN and it is therefore a whole school responsibility to ensure that children’s needs are addressed.

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We will ensure that our provision is fully inclusive in meeting the needs of all children, particularly those that arise from their ethnic heritage, social and economic background, gender, ability or disability.

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Our school is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.

 

We aim to:

• Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued

• Include and value the contribution of all families to our understanding of equality and diversity

• Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people

•  Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity

• Make inclusion a thread that runs through all of the activities of the school

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