SEN@St Matts Leaflet

advertisement

What do we mean by Special

Educational Needs?

Removing Barriers to Learning:

Quality First Teaching and Support for All

Information about Special Educational Needs at St. Matthew’s for Parents and Carers

Willow the Reading Dog

What happens if your child is identified as needing support? Inclusive Teaching and Learning

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.

What does the SENCO do?

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.

What could the support look like?

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.

What is 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

Contacts

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

Download