Special Educational Needs

 "Every Teacher, Every Child"

At St George's Church of England Primary School, all children respective of ability, race, gender or need, are respected and valued as complete individuals. This is reflected in the school's organisational and curriculum structure, its assessment and reward systems and the arrangements made for careers' advice. Children with special educational needs are integrated and included into the life of the school as a whole, including its social and cultural activities.

All children at St George's Church of England Primary School, regardless of their need, receive Quality First Teaching. This means:

  • That practitioners have the highest expectations for all children in the class.
  • That all learning is based upon what the individual child knows and can understand.
  • Different methods of teaching are in place so that all children can be fully involved in learning.
  • Teachers continuously monitor progress to ensure that learning gaps are addressed so that all children make the best possible progress.

However, we recognise that each child is unique and will therefore require different support, depending upon their specific needs.

The school provides a graduated response each dependent on their level of need. This approach is often referred to as the waves of intervention model, which can be seen below.

                    

 When children have been identified as needing further intervention the SENCO will carry out observations and assessments, combined with discussions with the class teacher, parents and outside agencies where appropriate.

 

The Areas of Need

                                                              

 

Cognition and Learning

Children may have difficulties with the skills needed for effective learning such as use of:

  • Language, memory and reasoning skills
  • Sequencing and organisational skills
  • An understanding of number
  • Problem solving and concept development skills
  • Children may have a specific learning disability such as dyslexia, dyscalculia,  dyspraxia or dysgraphia.

 

Communication and Interaction

Children may have a delay or disorder in one or more of the following areas:

  • Attention/Interaction Skills
  •  Understanding/Receptive Language
  • Speech/Expressive Language

 

Social, Emotional and Mental Health

Children with Social, Mental and Emotional Health needs may have difficulties with social and emotional development which lead to or stem from:

  • Social isolation
  • Behaviour difficulties
  • Attention difficulties (ADHD)
  • Anxiety and depression
  • Attachment disorders
  • Low self esteem 
  • Issues with self-image

Sensory and/or Physical Needs

These pupils may have a medical or genetic condition that may lead to difficulties with:

  • Specific medical conditions
  • Gross/fine motor skills
  • Visual/hearing impairment
  • Accessing the curriculum without adaptation
  • Physically accessing the building or equipment
  • Over sensitivity to noise/smell/light/touch/taste
  • Toileting/self-care