Children who have “a greater difficulty in learning than the majority of children of the same age” or who have behavioural difficulties or a disability are identified and the information about progress shared with parents.
The Special Educational Needs Co-ordinator (SENCO), Mrs Harding, is responsible for coordinating provision for children with SEND within the school. Her role is to manage the arrangements for pupils with Special Educational Needs and Disabilities. Mrs Harding is a fully qualified class teacher with experience of teaching KS1 and KS2 in a variety of schools and has worked alongside children with many different needs. She holds the National SENCO Award. She is fully supported in her role by the school’s Senior Management Team (SMT) and is a member of the school’s Senior Leadership Team (SLT). To make an appointment to see Mrs Harding please contact the school office.
The SENCO liaises with parents and teacher to identify appropriate provision. An Individual Education Plan may then be drawn up and implemented by teachers and/or a Learning Support Assistant in the classroom. The school has several “intervention packages” which aim to support children with Special Educational Needs towards good progress. Other professionals, with whom we work, also recommend particular resources and ways of working for identified learners.
The school provides children who have Special Educational Needs with inclusive schooling with regard to the most recent Special Educational Needs Code of Practice and Guidance; Inclusion and the Schools’ Equal Opportunities Policy. The school aims to remove barriers to learning for all pupils identified with Special Educational Needs. Provision is made for SEN pupils to join in all the activities of the school so far as is reasonably practicable and compatible with the efficient education of all the pupils with whom they are educated. The SEN Policy is updated annually.
There is good liaison between Lawford Primary and Pre-School and secondary school SEN staff regarding the needs of pupils with SEN at transition. All relevant information is taken into account from the previous setting and provision made for smooth entry to school if the child gains a place here. (Please refer to the admissions policy.)
School Accessibility Plan: details of existing facilities and planned facilities
The accessibility programme is reviewed with the school development plan and over recent years has seen, for example, the building of new toilets for pupils with disabilities, “follow through” flooring and wheelchair wide doors in new build areas, inclines to external doors created from the playground and a refurbished quad. In 2010 a new extended schools building, that has accessibility planned into the design, was completed as part of our ongoing programme. In addition, ground was raised and levelled to ensure easier access to both doors of the Ling Hall building.
The school development plan incorporates points on the Accessibility Plan and this ensures that accessibility is a constant part of the short and long term development plans of the school. Children with particular physical needs joining Lawford are assessed by specialist teachers in consultation with the SEN teacher. The classroom/school environment is then adapted accordingly to promote accessibility as part of a care plan.