At St George the Martyr School, we recognise that each child has unique qualities and abilities. We want to provide children with a solid foundation and skills for them to grow and flourish into independent, compassionate, honest individuals ready to progress and shine throughout their education and life. We do understand that some children may have barriers to learning and may have learning, physical, emotional or social needs which may require special support and provision over the long or short term.
The Assistant Head teacher has overall responsibility for Special Educational Needs and Disabilities (SEND) and inclusion – this means that SEND issues are regularly discussed in the Leadership Team meetings to ensure that concerns are addressed in a timely manner and early intervention can be put in place. Support for children with SEND are constantly under review through the graduated approach following the assess, plan, do, review cycle as stated in the SENDCode of Practice. The SENDCO manages the day-to-day provision for children with SEND and plans the programmes of support for individuals and small groups of pupils. There is a list of children identified as having a SEN and/or a disability is kept and regularly updated as children’s needs change. The school also has a Provision Map which this sets out all the different ways that the school provides extra support (for example, support for reading, communication and interaction with peers and adults, fine and gross motor skills, and number) for children with SEND.
The progress and well-being of children with SEND and the quality of provision for them is regularly monitored, including teaching and support. The Governing Body challenges the SENDco and senior leadership to make sure we constantly improve the quality of provision for children with SEND and the outcomes that they achieve.
At St George the Martyr CE Primary School teachers assess pupils’ progress and achievements against the year group objectives, as set out in the National Curriculum for reading, writing and maths. Some pupils who have SEN support or an Educational Health and Care Plan (EHCP) may be attaining in a year group below their chronological year group, so teachers will make an assessment judgement based on the objectives of the year group in which the pupil is attaining. Attainment information is recorded so that tracking of progress can take place and analysis of data carried out, to inform future provision, interventions and targets.