Inclusion

Our school aims to be an inclusive school. We hope to make all our children welcome and feel happy to look forward to their school day. Every child is different and we view differences as an opportunity for adults and children alike to learn more about ourselves.

If your child has a disability he or she will be treated no less favourably than other applicants for admission. We make reasonable adjustments to ensure that pupils with disabilities are not placed at a substantial disadvantage. Our accessibility plan available at the school office describes the arrangements we have already made and the further proposals planned, to improve physical access to the school, access to the curriculum and access to written information.

The school has a policy for supporting children with special educational needs which is revised every year. This policy is available from the school office. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practicable.

We aim to prevent disabled pupils in our school being placed at a substantial disadvantage. We will take all reasonable steps to ensure that people with a disability are not treated differently without lawful justification. We will make reasonable adjustments for disabled pupils and we will know we have succeeded when disabled pupils are participating fully in school life.

In order for effective partnership working between home and school to take place, we anticipate that parents will want to:

• inform the school at the earliest opportunity if their child has a disability and the exact nature of it;
• provide the information school needs to plan effectively for the child to be a full member of the school community;
• acknowledge that when deciding whether an adjustment is reasonable, one of the factors the Headteacher must consider is the effect of the proposed change on all members of the school community;
• recognise the importance of school and home working in partnership.

Special Education Needs (SEN)

• EVERY child has unique educational needs - special strengths should be developed and fostered; particular areas of need should be helped and supported.
• EACH child should be helped and encouraged to achieve to the best of their ability.
• ALL children have a right to equality of opportunity and regard.
• EACH child should have access to broad, balanced, differentiated and relevant curriculum.
• EVERY child should have self-respect, and respect for others.

We seek to identify and define needs as early as possible, then work as a team with parents and outside agencies, if appropriate. Each child will then have access to the curriculum and be assisted to make progress through primary school, and into secondary schooling.

If your child has learning, behavioural or social needs we would encourage you to discuss this with us at an early stage. Some children may have difficulties in coping with the demands of learning, others may learn much faster than the average child. Provision is initially made for this by the way children are grouped for much of their work within the classroom. Where necessary work is also planned at an individual level through differentiation enabling the children to undertake the same task, on a level suited to their individual ability. In extreme cases a very bright child might work for part of the time with an older age group. However, some children will still require extra help to cope with the demands of the curriculum and this is provided, either individually or in small groups. Where more specialised help is required we are advised by Cambridgeshire’s Specialist Teaching Service who will advise on strategies and materials which may be used.

Where appropriate, or necessary, children are staged, according to the varying degree of needs. Some children may then be found to require further specialist help and can be referred to the appropriate agency of the Local Education Authority for assessment by the Educational Psychologist. In some cases this could lead to a child being statemented and extra help being provided. Parents are consulted and informed at every stage and children may not be referred without parental approval.

If any parent has a complaint about the special educational provision for their child, or about special educational needs provision generally, please speak to the Headteacher, who will investigate and contact you within five days. If the matter is not resolved to your satisfaction, please request a copy of the schools Complaints Policy and Procedures from the school office.