We welcome pupils of all backgrounds and abilities to our school and all are included as fully as possible within their mainstream class.
The progress of all children is monitored regularly by their class teacher, which means that any learning, emotional or behavioural difficulties which affect progress can be identified at an early stage.
School policy is to intervene as early as possible so those pupils may be helped to overcome their difficulties and cease to need support.
The SENCO assists teachers with the development of learning strategies to help children with special needs. She also liaises with outside agencies, who can offer specialist advice.
If parents/carers have any concerns with regard to their child’s progress, they should first arrange to discuss this with their child’s teacher. If the school is concerned about a child’s progress, parents/carers are always informed and consulted.
Children who have exceptional difficulties are assessed by the local authority and, if necessary, an educational health and care plan (EHCP) will be put into place. Children may also be given additional opportunities if they are exceptionally gifted. Teachers set work to challenge each pupil at their own level within the class group and this includes differentiating tasks to stretch the more able pupil.
Our school SENCo is Mrs Rogers.