This web page describes what we do to support our children with special educational needs and disabilities.
It is our aim to enable all pupils at Valentine Primary School (including those with special educational needs) to:
Valentine Primary School is a mainstream setting that educates children from the age of 4 to 11. We welcome children of all abilities and needs. Admission of children with Education and Health Care (EHC) plans is supported by the Local Authority in consultation with the school, parents and carers. We firmly believe in inclusion and that all children should be given every opportunity to thrive in our mainstream setting. Our school currently includes pupils with SEND (Special Educational Needs and Disabilities) in the following areas:
Our Special Needs Coordinator (SENCO) is Damian Pratt.
Our Deputy Head teacher for Inclusion is Jackie Hurden.
These members of staff are responsible for the operation of the Special Needs Policy and the coordination of specific provision made to support individual children with SEND. They liaise with staff to monitor progress and plan interventions.
The school environment has been adapted to allow accessibility for wheelchairs and also children with hearing and visual impairments. School trips are open to children with any SEN or disability and specialist staff travel with children who require additional support whilst staying away from home or travelling to and from a day school trip.
|What is available for all children in our care?||What targeted support can we offer small groups or individuals?||What specialised individual support is available?|
Assessment for learning and live marking is used to support planning for different levels of attainment.
The school teaching and learning policy will provide further information regarding what quality first teaching looks like at Valentine.
|Learning/ curriculum||The national curriculum will be adapted to take account of the needs of groups and individuals and will be adapted to suit each child’s academic and personal development.||Specific interventions such as dancing bears, five minute box, precision teaching, TEACCH approach and Weldon are used as appropriate. .||Targets set by outside agencies form part of a child’s provision and these are reviewed with the outside agency when appropriate.|
|Support||Approaches designed to support children with a range of needs (dyslexia, hearing impairment, speech, language and communication needs) are used in all lessons throughout the school.||The school has staff who are specifically trained in communication strategies, autism strategies, ADHD strategies and social and emotional strategies. These are deployed as and when necessary according to need.|
|Environmental and physical resources||
The school has a full time ELSA for social and emotional support as appropriate.
The school environment has been adapted to allow accessibility for wheelchairs and also children with visual impairments. For example, yellow paint has been used on all external edges to support children with visual impairments; ramps and lifts are in place to allow access to all areas of the buildings; SENCO and Deputy head for Inclusion coordinate liaison and multi agency working to support pupils with SEND to provide any specialist equipment or adaptations that may be needed.
A range of visual/practical resources are used to support children who may find access to learning more difficult (such as those with ADHD, dyslexic tendencies, ASD, etc).
|SENCO and Deputy Head for Inclusion coordinate with multi agencies working to support children with disabilities and to provide any specialist equipment or adaptations that may be needed, eg mobility aids, hearing and sight resources, timetables, etc, often in consultation with advisory teachers and outside professionals.|
|Behavioural and emotional||Reparation station used to dissolve conflict, build responsibility and repair relationships.||Behaviour Inclusion Support Officer provides interventions for children whose behaviour is challenging and thus affecting their learning.||Training for staff in behaviour management techniques and RPI are employed where necessary and appropriate.|
These questions should enable visitors to the website to access information about the provision for children with SEND in our school.
Please feel free to contact the school should you require any further information.