Inclusion and Special Educational Needs & Disabilities (SEND)

We are committed to inclusion and all stakeholders have a shared vision and responsibility.

At Southborough C of E Primary School we use our best endeavours to achieve maximum inclusion for all pupils whilst meeting their individual needs. We aim to engender a sense of community and belonging, and to offer new opportunities for learners who may have experienced previous difficulties.

Inclusion Overview

Our school welcomes and celebrates inclusion and diversity, supporting the needs of children and their families from a wide range of backgrounds and those with a range of needs.

We support every child with their social, emotional and mental wellbeing development by providing a range of support from whole class practice to more targeted support.   

Teachers consider and adapt our education provision and curriculum for the children in their class and identify those that need more specific and targeted support. 

We know it is important that we understand and respond to our learners by taking into account their varied life experiences and needs and we believe that every child has a right to ‘be the best they can be’. 

We use a range of speciali sed provisions and strategies to support pupils with Special Educational Needs, as well as our high-attaining pupils.

Our school is committed to:

• following the graduated approach outlined in the DfE’s ‘SEND Code of Practice: 0 to 25 years’
• monitoring the progress of all pupils to aid the earliest possible identification of SEND.

For more information, please see our

• Inclusion Policy 
• Inclusion Information Report

All children are valued and respected in the school whatever their needs may be. For some children additional programmes and support are needed to support or to extend their learning.

  The term Additional Educational Needs (AEN) includes the following:

  - specific learning needs such as dyslexia or dyscalculia

  - social, emotional and mental health needs

  - physical or medical needs

  - sensory needs

  - social communication difficulties

  - children for whom English is an additional language

  - children who are vulnerable

We aim:

• to identify, at the earliest opportunity, all children who need special consideration to support their physical, sensory, social, emotional, communication or cognitive development.

• to ensure that all children are fully included in all school activities in order to promote the highest levels of personal achievement.

• to promote self worth and enthusiasm by encouraging independent learning at all levels.

• to support children to have a growth mindset and reach their potential.

In addition to the broad, balanced and vibrant curriculum that we offer to all our pupils we also employ a range of short term intervention groups to boost children's attainment where necessary.

We hold Pupil Progress Review meetings three times a year where children in the school are discussed, attainment and progress are tracked and the register of SEN is reviewed and updated, ensuring that all children are correctly identified. Following these meetings our short term, targeted, intervention groups are evaluated and new ones established.
 

In addition, our school provides specific support for the following groups of children:

• Children with special educational needs and disabilities (SEND)
• Children with medical conditions
• Children with English as an additional language (EAL)
• Children in receipt of Pupil Premium (PPG)
• Children who are looked after or previously looked after (LAC)