SEND

Policy for Special Educational Needs and Inclusion
 
It is the policy of Townley School actively to encourage the involvement of staff, pupils and parents in the education of children with Special Educational Needs (SEN). The learning difficulties that these children may have are assessed and provided for in a variety of ways. The children have the opportunity to develop to their full potential with the guidance and support of their class teacher, the SEN Coordinator, TA’s, Special Needs Support and other relevant specialist agencies. The school aims to provide for all the needs of the child whilst encouraging integration in class and school activities. This policy describes in detail the procedures and systems which have been established for meeting the objectives of providing an integrated education for all children with special educational needs, whilst aiming to provide the entitlement of access to a full and balanced curriculum, including the National Curriculum and the Foundation Stage.
 
We follow the fundamental principles of the SEN Code of Practice, which are:
  • A child with SEN should have their needs met
  • The SEN of children will normally be met in mainstream schools or early education setting
  • The views of the child should be sought and taken into account
  • Parents have a vital role to play in supporting their child’s education
  • Children with SEN should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum.
The 1981 Education Act states that ‘A child has SEN if he/she has a learning difficulty which calls for special educational provision to be made for him/her.’ A child has a learning difficulty if:
  • He/she has a significantly greater difficulty in learning than the majority of children of his/her age
  • He/she has a disability which prevents or hinders him/her from making use of educational facilities available for children of his/her age
  • He/she is under the age of 5 years and is, or would be if special educational provision were not made, likely to fall into the above when reaching 5 years of age, as emphasised in the 1983 Education Act
All class teachers are responsible for the initial identification and assessment of SEN; they also have responsibility for its provision within the classroom. At some time in their school careers all children may have SEN, for example social and domestic problems, medical problems, undue pressure from home or school. All of these can lead to temporary or even permanent learning difficulties, which need to be identified at an early stage. Provision is made for gifted and more able children. Parents need to be consulted as soon as identification is made so that the curriculum can be planned for their child. This should take place in consultation with other teachers, external support agencies and governors.
 
For Local Offer information see http://www.cambridgeshire.gov.uk/send
See the full policy and our SEND Report below for more information
If any parent/carer would like a paper copy of any of the information here please contact the school office and we will provide it free of charge.

Tina Chisholm
School Secretary