Welcome to the Special Education Needs and Disabilities (SEND) page.
Our Special Educational Needs Co-ordinator (SENCO) is Mrs Bridget Marriott
Our Special Educational Needs Co-ordinator link Governor is Karen Kilner
The Special Educational Needs co-ordinator (SENCO) is responsible for:
All our SEN policies, SEN reports and SEN brochures can be found on our policies area of our website - following this link:
supporting class teachers in identifying children with SEN and arranging individualised programmes for them
overseeing the day to day operation of the SEN policy
co-ordinating provision for children with SEN
ensuring that all records are kept up to date
liaising with families of SEN pupils where required
liaising with other lead professionals involved with SEN pupils
being key point of contact for outside agencies
liaising with next providers to ensure smooth transition
ensuring with Headteacher and school governors that we meet our responsibilities with equality act (2010)
Nottingham City Local Offer
Information for parents/carers relating to local services in Nottingham City for children with Special Educational Needs & Disability
The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education.
The Governing Body duties towards disabled pupils, under Part 4 of the DDA include:
not to treat disabled pupils less favourably for a reason related to their disability;
to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
to plan to increase access to education for disabled pupils.
This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils required by the planning duties in the DDA:
increasing the extent to which disabled pupils can participate in the school curriculum;
improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.
It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised every three years.
The accessibility policy can be found by following this link:
Our universal provision for all children is about quality first teaching that takes into account different learning styles. Work is differentiated according to need with opportunities to challenge, extend and embed the pupils learning in line with national age related expectations.
Examples of Strategies and resources include:
Baseline assessments – all areas (Communication & Interaction, Cognition & Learning, Emotional, Social & Behavioural Development, Sensory and or Physical)
Personalised learning, eg. Short term booster groups, 1:1 time limited, small group work in class.
Positive affirmation and nurturing ethos, eg. SEAL, Junior Leadership Team, friendship groups with learning mentor, rewards, achievement assemblies.