School SENCO: Rachel Asher 

Special Educational Needs are defined as covering all learning difficulties except those arising from a difference of language between home and school. One in five children may have Special Educational Needs at some time during their education.

In some cases the Need may be of a relatively short term nature, in others long term, and in some, permanent. The emphasis is on defining the child’s Special Educational Needs and stating the most appropriate provision, wherever possible alongside children without such needs provided that:

• account is taken of parental wishes
• the child’s needs are met
• that other children continue to receive an efficient education
• resources are used efficiently

The school’s policy for helping children with learning difficulties or disabilities which hinder learning follows the guidelines set out in the Handbook for Schools entitled “Education Act 1981 Special Educational Needs”, the L. E. A. Special Needs Policy (September 1989), and “A Curriculum for All – Special Educational Needs in the National Curriculum”, (N. C. C. 1989).

A child centred approach is used reflecting each individual’s ability, needs and interests together with available parental help. Procedures are usually informal and flexible. There is close co-operation between the staff, and the special educational needs of the children are discussed with a specialist teacher. The strategies and modes of teaching adopted vary with the needs of the pupil

Please click to download:

• SEND report