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Provision for Special Educational Needs

Children with special needs

A child or a young person has a learning difficulty or disability if he or she:

Has a significantly greater difficulty in learning than the majority of others of the same age.

Code of Practice (July 2014)

Caldecote V C Lower School is committed to ensuring we consistently maximise and improve outcomes for children with Special Educational Needs or Disabilities (SEND) in line with the latest guidance for delivering excellence within the 0-25 SEND Code of Practice.

Our school will aim to enable all children with SEND to achieve their potential through high quality teaching and provision that is differentiated and personalised to meet each individual’s needs.

We will work closely with and seek support from other agencies where necessary in order to maximise learning potential e.g. Speech and Language service, Occupational Therapy Service, local authority services e.g. educational psychologists, Jigsaw, complex needs service.

Our SENDCo is Mrs Lesley Hulbert has accreditation with the NASCO (National Award for Special Educational Needs Co-ordination). She is responsible for reviewing and helping identify children who have any additional needs. She is also the contact point offering support and advice for parents.

We offer a family support worker to work within the family home offering flexible tailored support to meet individual family’s needs. We are also able to offer support for social and emotional and mental health issues through SMILE mentoring. Children who are showing signs of difficulty in this area are referred by their class teacher or the SENDCo and receive either one to one or small group sessions with our trained SMILE mentor, based on their area of need. 

We are fortunate to have excellent Teaching Assistant provision who provide specialist and subject support as well as individual support for those with a high level of need.

Our school is aware of the access needs of disabled children, staff and parents/carers. The school wishes to provide access to its buildings, facilities and curriculum for all those who wish to access them irrespective of physical ability. We are therefore committed to providing access within the limitations of the physical structure of the buildings and other resources.

We will endeavour to make improvements wherever and whenever we can. The Governors and Head teacher will make provision where possible, to meet the needs of individual children and adults. As a school, we are committed to improving access to the disabled and will continue to do so as we make alterations to the school buildings or decorate internally.

The following documents support our inclusive ethos

 Accessibility Plan

 Disability Equality Scheme

 

BCUS SEND Statement

CBC SEND Parent & Young Person Partnership Service

Special Needs Action Panel (SNAP)


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