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Greensted Junior School

Inclusion and SEN

SEND and Inclusion Statement

At Greensted Junior School we are committed to providing a nurturing and engaging environment, where all of our pupils have access to high quality teaching, which inspires and challenges so that each pupil can build upon prior knowledge as that they can reach their full potential.

We aim for maximum inclusion for all of our pupils so that any barriers to learning that they may have, do not hinder them from participating in all school activities alongside their peers. This is made possible by making reasonable adjustments for them wherever possible.

Teachers provide high quality learning opportunities for all children within the school and provide materials appropriate to children’s interests and abilities, ensuring that all children have full access to the school curriculum. Whilst Special Educational Needs and Disabilities (SEND) may be an explanation for delayed or slower progress, we do not allow this to be an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and all others. 

Our Dedicated SEND Team

 

Mrs D. Rowe

Special Educational Needs Lead

Parent Liaison Lead and Pastoral Lead

 

Miss T. Fox

Learning Mentor

Pupil Support Worker and Child Protection Lead 

High Quality & Targeted Interventions

Sometimes a child may need additional support with their learning or social and emotional needs. In such cases, our Learning Support Assistants are highly skilled in delivering high quality interventions which aim to bridge the gap in the child’s learning.

Interventions are closely monitored by the SENCo and changes are made as and when needed.

 

SEND Categories of Need

 The Department for Education has identified four broad areas which cover a range of needs.  These are defined in the Special Educational Needs and Disability Code of Practice – 0-25 years, January 2015.

1. Communication and interaction

Where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.

Children and young people with an Autistic Spectrum Disorder, including Asperger’s Syndrome, are likely to have particular difficulties with social interaction.

2. Cognition & Learning

Where children and young people learn at a slower pace than others their age, they may:

  • have difficulty in understanding parts of the curriculum
  • have difficulties with organisation and memory skills
  • have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy

The term ‘learning difficulties’ covers a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple difficulties (PMLD). Specific learning difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia come under this term.

3. Social, Emotional and Mental Health Difficulties

Children and young people may experience a wide range of social and emotional difficulties which present themselves in many ways. They may:

  • have difficulty in managing their relationships with other people
  • be withdrawn
  • behave in ways that may hinder their and other children’s learning or that have an impact on their health and wellbeing

This broad area includes attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD) or attachment disorder. It also includes behaviours that may reflect underlying mental health difficulties such as anxiety, depression, self-harming and eating disorders. 

4. Sensory and/ or Physical Needs 

Where children and young people have visual and/or hearing impairments, or a physical need that means they must have additional on-going support and equipment.