Willow the Reading Dog
We are committed to inclusion. We endeavour to make every effort to achieve maximum inclusion of all pupils whilst meeting their individual needs as learners.
If your child needs support in one of the four areas mentioned, the class teacher, together with the
SENCO will decide the type and level of support, which may change throughout their time at school.
We will always keep you informed and part of the process.
Children have Special Educational Needs if they have a learning difficulty that calls for special educational provision to be made for them. They may have:
 a significantly greater difficulty in learning than the majority of children of the same age;
 a disability that prevents them from making full use of the educational facilities provided for children of the same school age.
They may have difficulty with one or more of the following:
1.
Communication and Interaction
2.
Sensory/ Physical
3.
Cognition and Learning
4.
Social, Emotional and Mental Health
We know that children learn and develop in different ways so we use different teaching styles, resources and plan different levels of work, along with many other approaches. This is called Quality
First Teaching.
Once in school, your child will be assessed in a number of different ways, including class observation. From these assessments your child’s teacher will be able to see what they are good at, where they need help and how best you can help at home.
SENCO = Special Educational Needs Co-ordinator
If your child needs support, the SENCO or Inclusion
Manager will:

Ensure the right support is put in place together with the class teacher.

Advise other teachers on how to h elp your child.

Work closely with you regarding your child’s needs and listen to any ideas or concerns you might have.

Work with professionals (if necessary) who may be able to help your child.

The support could be within class, as part of a small group or one to one help. The class teacher and
SENCO will best assess which type and level of support needed.
For your child this action will be enough to help them to overcome any difficulties and help them make good progress.
Sometimes, additional advice from outside specialists is needed, which could include advice from specialist teachers, educational psychologists, speech and language therapists or physiotherapists.
In this case we work alongside parents and professionals to carry out further assessments and form an Individual Provision Map.
This is essentially what your child’s class teacher and the SENCO plan to do to help your child. It will include short term targets, extra support detail (i.e. how often the support is being given) and when the school will next look at progress.
These plans are reviewed twice yearly and then discussed with parents at Parent’s Evening. Your child would also be discussed at regular Pupil
Progress meetings throughout the school year.
Pupil Progress meetings include the class teacher,
SENCO and Head Teacher.
Lego Therapy
If you have a concern about your child’s learning then your child’s class teacher is the first person to talk to as they plan for ways to give support in class, whether that support be one to one or in a group.
Lego Therapy
If you have a concern about your child’s learning then your child’s class teacher is the first person to talk to as they plan for ways to give support in class, whether that support be one to one or in a group.
You can also contact our Inclusion Manager and
SENCO Debbie McWhinnie on (01892) 528098 or debbie.mcwhinnie@st-matthews.kent.sch.uk