Priors Hall strive to provide an inclusive, quality education for all our pupils, including those identified as having special educational needs and disability(SEND) to provide them with the knowledge and cultural capital needed to succeed in life.
As a school, we believe they have the right to a broad and balanced curriculum that is engaging and accessible and provides an opportunity to be part of every aspect of school life.
Children may join us with SEND already identified. Others may be identified through the graduated response structure, teacher observation and assessment, as potentially needing support that is ‘additional to and different from’ the provision available to all. In some cases, such as children with Education, Health and Care Plans (EHCP) a personalised learning plan may be developed to support the child in meeting their outcome targets. Teachers will be expected to participate in the development of these plans to ensure the opportunity for inclusive learning is upheld.
Where appropriate Class teachers, with support from the Special Educational Needs Co-ordinator, (SENDCo) will be placing a child on the SEND Register and develop a formal written plan to address the child's needs in the form of an Additional Support Plan.
The ASP will be written by the class teachers, who will be advised by the school’s SENDCo. This document will include the child’s targets, strategies, interventions and arrangements that will be used to support the child’s achievement of those targets. These targets will be specific, measurable, achievable, relative and time-bound and will be reviewed termly.
Parents and carers will always be involved and informed about placing a child on the Register and play a role in the review cycle. We meet with parents of children with SEN on a termly basis to review their child’s progress.
The SENDCo and Inclusion Team will be responsible for training, development and supporting staff to meet the needs of SEND pupils and will monitor the quality of provision through classroom observations, data analysis and evaluation of pupil work.
There is a clear expectation that the responsibility and accountability for meeting the needs of our pupils with special educational needs lie with the class teachers through differentiation, reasonable adjustments and quality first teaching strategies. The Inclusion team and the class teacher will work together to ensure that pupils have their needs met through time-specific, tailored intervention programmes with measurable outcomes. These pupils will be monitored by the class teachers, with support from senior leaders and the SENDCo.
The SENDco, Jenna Smith, is also responsible for coordinating and working with outside agencies to support and inform the school’s provision for pupils with SEN.