SEN Information report
The Inclusion Leader (with responsibility for children with Special Educational Needs) at Potters Green is Mrs. Liz Dickson.
Our Special Educational Needs governors are: Mrs. Rahilah Bukhari and Mrs. Fiona Smith.
Our Learning Mentors, who support children and families with social, emotional and pastoral needs are:
Mrs. Fiona Smith, Mrs. Annie Clarke and Miss Jenni Burns
All can be contacted by contacting Potters Green Primary School on 02476 613670
Potters Green Primary is a fully inclusive school which ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEN, in order that they can reach their full potential. It may not list every skill, technique and resource we employ in order to achieve this, as these are continually developed and used to modify our provision to meet the changing needs and requirements of individual children.
What we can offer you.
At Potters Green Primary School, all children are given a broad and balanced curriculum. Lessons are planned to address potential areas of difficulty and to remove barriers to pupils’ achievement.
Children are identified as having SEN when their progress has slowed or stopped and any interventions put in place do not enable improvement. Special educational provision may be needed, namely provision different from or additional to that normally available to pupils of the same age.
We have supported and currently support and provide for children with sensory impairments (hearing impairment, deaf, visually impaired), Autism, Dyslexia, Dyspraxia, Attention Deficit Disorder, learning difficulties, language difficulties, mental health difficulties, physical disabilities and Prader Willi Syndrome.
Our SEN policy can be found on the policies page of our website.
At Potters Green, once a Special Educational Need is identified, support is identified through four broad areas. They give an overview of the range of needs to be planned for.
|1. Communication and Interaction.||-Autistic Spectrum Disorders (ASD)
-Speech, Language and Communication Needs (SLCN)
|2. Cognition and Learning.||-Moderate Learning Needs (MLD)
-Severe learning Difficulties (SLD)
-Specific Learning Difficulties (SpLD)
|3. Social, emotional and mental health difficulties.||-Emotional Health and Well-being
|4. Sensory and/or physical needs.||-Hearing Impairment (HI)
-Vision Impairment (VI)
-Multi-Sensory Impairment (MSI)
-Physical Disability (PD)
Support is also provided for;
-Pupils with English as an additional language
-Children in care
-Refugee and asylum seekers
-Minority ethnic and faith groups
-Pupils with medical needs
-Pupils at risk of exclusion
-Pupils from families under stress
Potters Green Primary School offers many different forms of additional provision, dependent on the needs of the child. This can include: additional in-class support; additional out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources; mentoring; counselling; and access to a wide range of outside agencies including health, social care and the Local Authority. Additional provision is overseen by the school's Special Educational Needs Co-ordinators (SENCo’s) and is designed and implemented by an excellent team of teachers, ably supported by a fantastic group of teaching assistants and learning mentors.
We actively try to ensure that all our extra-curricular activities are adapted for children with Special Needs.
Typically, a child with Special Educational Needs and/or Disabilities will have an SEN Support Plan which sets out outcomes that are currently being worked on and shows the additional provision that is put in place for that child. The content is negotiated, as appropriate, with the child and the child’s family. Parents/carers are invited to attend 3 meetings a year which are additional to consultation meetings. It is of paramount importance that parents/carers attend these additional meetings, as the outcomes previously set will be reviewed, progress will be discussed and any new outcomes set.
-These will be monitored and evaluated in line with school policy.
What can you expect from the staff supporting your child?
-High quality teaching
-Potters Green staff will have regular training in various SEN areas.
-Specialist aids and equipment will be provided in accordance with assessed needs.
-Teachers will support children with transition throughout year groups, and as they move to secondary school.
-Staff will work alongside your child to complete a ‘Pen Portrait’ which outlines their wishes, needs and aspirations. They will be involved in the agreeing of outcomes which will be indicated on their SEN Support Plan.
-Potters Green will, through its cycle of observation, assessment, planning and reviewing, make provision for increasing curriculum differentiation.
-Class teachers and SENCO’s, along with Learning Mentors, work closely to support children and families with their Emotional and Social development.
-Where pupils make less than expected progress, despite interventions put in place, we may decide to involve educational specialists such as;