​Sir Edmund Hillary Primary School

SEN

Our Special Educational Needs Co-ordinator is Mrs Sally Burslem and can be contacted via the school office.

We don’t really believe that there is an ‘average’ learner and we treat all children as individuals on their learning journey. Some children need extra support and adaptations to their environment to help them learn in the way that will fulfil their potential. Our regular pupil reviews identify those children who have special educational needs and therefore placed on our Special Educational Needs Register. 

We do not put children on our Special Needs Register just because they may be behind their peers. If they are then we investigate for potential causes for this, such as dyslexia, and only then, if it creates a great discrepancy with the way their peers work, may it be recorded as a special educational need.

Children with a special educational need will often be part of smaller working groups with appropriate learning objectives. or have a highly individualised programme. We call this a ‘Graduated Response’  according to need. Parents will be provided with a Provision Map which details how the child’s working week may look different to that of other children and showing how we are meeting the child’s needs. These are reviewed termly through a pupil/ teacher/ parent interview. The Special Educational Needs Co-ordinator (SENCO)or a member of the Senior Leadership Team may also attend these meetings. In transition to other schools we also work very closely with the SENCO of the receiving school.

 We use four principle categories for looking at SEN- Physical and Sensory, which includes auditory & visual impairments; Emotional and Behavioural, which can include attachment disorders; Cognition and Learning which can include Specific Learning Difficulties such as dyslexia, dyscalculia, dyspraxia (developmental co-ordination disorder) as well as global delay; and Communication and Interaction, which can include autistic spectrum disorders (ASD) and attention deficit disorders ADD/ ADHD). 

All of these require us to work more intensively with parents as our aim is to get children functioning to the very best of their ability - which requires more input than most. Some children may require funding that is beyond the capacity of the school’s own resources, in which case the school is able to access funding from the Local Authority, initially through the local Family Of  Worksop schools to promote inclusion. There is equal access to all activities of the school, both curricular and extra-curricular for those children with SEND.

Further information can be found in the files below.

Name
 SEHlocal offer 2017.18.pdfDownload
 SEN Policy Autumn 2018.docDownload
 SENReport to governers 2018forWeb.docDownload
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