Disabilities & Special Educational Needs

Gods and Monsters - a garden for the Greeks [RHS Tatton 2013] designed and built by 90 pupils year 3-6

The true hallmark of a democracy is not the frequency with which a country holds elections by the manner in which it protects its minorities.

Karl Popper

'Special Educational Needs' is a term for children experiencing significantly greater difficulty than their peers. Children with a disability may also have special educational needs but for others their cognition and learning are unimpaired. We will make reasonable adjustments in provision for children with DSEN which may include additional adult support. Most adjustment and additional support is around the basic skills of literacy and numeracy but can also include areas such as: speech, language and communication (including autistic spectrum, behaviour, emotional and social difficulties or attention deficit); physical or sensory impairment (mobility, motor control, visual or hearing).

the DSEN team

Our SENCo (Special Educational Needs Co-ordinator) is Lisa Rutter-Brown. Mrs Rutter-Brown is also our deputy headteacher and has achieved the National SENCo Award and more recently led our successful bid to be recognised by the Virtual School as an attachment friendly school.

Emma Wood is our ELSA - Emotional Literacy Support Assistant and with Mrs Rutter-Brown, leads on trauma informed practice in school. She works one-to-one and provides drops in sessions for pupils in school. Mrs Wood also leads Team Around the Family [TAF].

We have three members of staff trained in specific learning (dyslexic type) difficulties. Shila Gajjar is a qualified assessor and tutor. Catriona Stewart and Carol Roberts are both qualified teachers of people with Dyslexia. Support for pupils with Dyslexic type difficulties may be before, during and after the school day.

A team of well qualified teaching assistants, support children with additional needs throughout the school.

EYFS: Laura Cottam*, Natalie Plumbley, Kate Smith

KS1: Wendy Bodger, Alison Granville*, Jen Jones*, Chloe Thorne

LKS2: Sharon Clowes, Natalie Hill, Emma Lishman, Emma Wood*

UKS2: Ros Casson*, Judith Ghader*, Louise Key, Denise Redmond*

* Also qualified teachers, some TAs also take classes from time to time.

In each phase it is the class teachers who have the overall responsibility for provision for children with additional needs. Teachers and teaching assistants receive training on range of needs including: ASD (Autistic Spectrum Disorder), SpLD (specific dyslexic type difficulties), attachment and trauma and sensory needs.

For children with additional needs, some will require intervention and additional support within the class to access the curriculum for all learners. Others with more specific or significant need may benefit from some targeted teaching outside of the universal curriculum. This is balanced with the entitlement for all children to a broad and rich curriculum. We aim for children to be learning in class with their peers as much as possible.