We are committed to providing the best possible education for every pupil, of all abilities.
Our school has a range of strategies and resources to integrate all pupils if they are having difficulties. However, we are aware that every child in our school is an individual and all the staff strive to ensure all children’s needs are met.
What does Special Educational Needs mean?
A pupil has Special Educational Needs if they have a learning difficulty that leads to special educational provision to be made for them. They may have:
- A significantly greater difficulty in learning compared to children of the same age
- A disability that prevents them from making full use of the educational facilities provided for children of the same age
Mrs Crowe is our Special Educational Needs Co-ordinator who is responsible for ensuring the well-being of these children. She works alongside staff, parents, as well as external agencies (where appropriate) to support the children in their education to make the best possible progress. A partnership between school and home, with high levels of communication helps to remove barriers to learning.
Tracking Progress of Children with Special Educational Needs
So that we can meet all children’s learning needs appropriately, we hold Pupil Progress Meetings bi-termly where members of the Senior Leadership Team meet with the SENCO and class teachers to discuss the progress of children. From these meetings we plan for children to receive specific interventions that will support them with their learning.
At Rolvenden Primary School, we run a range of interventions, here are a few:
- Small group phonics work to boost reading and writing.
- Maths booster sessions, usually delivered in small groups or 1:1;
- Handwriting groups
- Fizzy – a gross motor skills programme focussing on three areas: balance, ball skills and co-ordination;
- Clever Hands – a fine motor skills programme focussing on the development and co-ordination of finger muscles;
- Adult-led friendship-groups to aid pupils in the development of social skills and emotional well-being;
- The use of “social stories”, to improve children’s understanding of social situations and the social and emotional behaviour of others;
- Language and Speech Link programmes;
- Use of ICT software as deemed appropriate to support the pupil and enable them achieve at the same rate as their peers;
- Sensory support tools to promote concentration including pressure exercises and feedback cushions;
- Reading frames/screens;
- Class and individual timetables (as appropriate), to support transition through different activities.
- Sensory Circuits
- TRUGs – Teaching reading through games – games based reading support.
As of September 1st 2014, a new ‘Code of Practice for children with Special Educational Needs and Disabilities’ was introduced by the Government with statutory guidance for schools. This came about because of changes made to the ‘Children and Families Act 2014.’
Part of the changes made, include a requirement that all Local Authorities produce a ‘Local Offer’ outlining what the Authority offers to support children with SEN and D. You can find this by clicking the link below.
For additional information, please read our SEND Policy.
Mrs Crowe can be contacted by email on firstname.lastname@example.org
The British Dyslexia Association:
- The vision of the British Dyslexia Association is a dyslexia friendly society enabling all dyslexic people to reach their potential
- Information about dyslexia services
The Autism Charity: https://www.autism.org.uk/
- We are the leading UK charity for people with autism (including Asperger syndrome) and their families. We provide information, support and pioneering services, and campaign for a better world for people with autism.
Special Needs Jungle: https://www.specialneedsjungle.com/
- Parent led information, resources and informed opinion about children aged 0-25.