Inclusion ~ Special Education Needs and Higher Attaining Children
Inclusion Managers/SENCOs at Hatch Warren Infant School - Michelle Moore/Sue Hurdle
Contact information: firstname.lastname@example.org
Our aim is to provide for each child’s individual needs, so that every child has the right to fulfil their potential.
We recognise that there is a continuum of needs and this is reflected in our range of provision.
“A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her."
A child has a learning difficulty if he or she:
All children’s learning needs are met through a broad curriculum that is balanced and relevant. The curriculum is differentiated so that what and how it is taught matches the child’s ability and aptitude.
Every child at some point during its school life requires extra attention. This might be extra time from their teacher to take them beyond what they thought they could do, or equally extra help with something they are finding particularly difficult. Either situation requires special attention, with the class teacher initially analysing the situation, assisted by the Inclusion Manager/SENCO if necessary. We believe in early intervention to ensure that all children have equality of opportunity and achieve their best.
We implement the Special Educational Needs Code of Practice to ensure that children’s special needs are identified as quickly as possible and that early action is taken to meet those needs. This promotes a strong partnership between parents, the school, the Local Authority and other services.
A programme of learning or behavioural activities related to these special needs is then drawn up and, possibly with the help of an experienced Teaching Assistant who works alongside the class teacher, the child’s needs will be met. This programme, sometimes called an I.E.P. (Individual Education Plan), is reviewed at regular intervals, and is shared with parents. We may involve other experts such as Speech and Language Therapists or Educational Psychologists to ensure that we have all the resources and expertise we need. Whenever this seems necessary, we ask parents to become closely involved, making sure that the best interests of your children come first. Very occasionally, a Statement of Educational Need may be drawn up to ensure that a child’s needs are fully met.
Our range of provision includes:
All parents are frequently informed of their child’s progress in school. In the case of a child with SEND parents are fully informed of all developments. Parental consultation and consent are vital to meeting the requirements of a child with special educational needs.
In our school, we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. We recognise and support the needs of those children in our school who have been identified as higher attainers according to the National guidelines.
We use a range of strategies to identify higher attaining children. The identification process is on going and begins when the child joins the school. We identify them when they achieve high levels of attainment across the curriculum, or in particular skills or aspects of subjects. We ensure we challenge and extend the children through the work that we plan for them.
Hatch Warren Infant School's Local SEN offer - link to Hampshire's Local offer page
Please see SEND information report below for more information regarding what we are able to offer at Hatch Warren Infant school.
See Accessibility page for more information related to current accessibility plan, DDA audit and Accessibility Policy.
Michelle Moore / Sue Hurdle
Inclusion Managers / SENCOs
Barnardo’s new Hampshire Specialist Parenting Support Service.
This free service will support parents/carers who have children aged 5—17 that:
· Are diagnosed with an Autistic Spectrum Condition (ASC)
· Are diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)
· Are displaying troubling or challenging behaviours indicative of a mild to moderate conduct disorder
· Are teenagers displaying anti-social behaviour including child to parent violence
They offer 4 evidence based parenting programmes to help parents better understand their children’s conditions and/or behaviours and develop positive strategies to manage these.
For more information please download the leaflet.
Unfortunately not the ones with chocolate chips.
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