- To provide teaching and learning opportunities that enable all children to attain and achieve through a broad, balanced and appropriately differentiated curriculum.
- To ensure all children and young people are appropriately supported, through a variety of means, and resourced in order that they may work confidently towards reaching their potential. Policy and practice reflects the philosophy and fundamental principles as contained in the current SEN Code of Practice 2001 (new SEN legislation and Code of Practice expected in 2015) and the Equality Act 2010.
All pupils have individual needs and it is our responsibility to ensure that teachers and support staff have the necessary skills to provide quality first teaching that meets these needs, enables progress and raises levels of achievement for all pupils including those with SEN.
Pupils who require individual and/or specific support and guidance may be referred to the SENCO for advice and input. There may be times when the needs of a pupil are such that a referral is made to an external specialist service for further advice and support.
The Inclusion team at each school works closely with parents as partners in the education of their children and will keep them informed at each stage.
Parents are encouraged to contact their child’s form tutor or class teacher in the first instance with any concerns in order for the matter to be directed to the most appropriate member of staff.
The specific objectives of our SEN policy reflect the philosophy and fundamental principles within the Special Educational Needs and Disability Code of Practice 2015. These are as follows:
- To identify children with special educational needs and disabilities and ensure that their needs are met
- To identify the roles and responsibilities of staff in providing for children with special educational needs and disabilities
- To ensure that activities of the school are, as far as reasonably possible, planned to enable all pupils to participate
- To ensure all learners make the best possible personal progress
- To ensure parents are informed of their child’s special needs and provision and that there is effective communication between parents and school
- To work in partnership with parents in supporting their child’s education to ensure that children have a voice, express their views and are fully involved in decisions which affect their education
- To promote effective partnership and involve outside agencies when appropriate
- To help every child realize their full potential and optimize their self-esteem.
Please see the following documents for more information on this: Inclusion Offer, Primary SEND policy and Accessibility
How our staff can help you
The emotional welfare of the pupils is very important to us and there are a number of people in post at each school who provide a valuable support network for some of our most vulnerable young people. Parents, carers and pupils themselves are encouraged to speak to a member of staff if any difficulties arise.
For any Looked After Children (LAC) or Child Protection issues please contact the following members of staff:
Mr David Welsh | Head Teacher | email@example.com
Mrs J Sumner | SENCO | firstname.lastname@example.org
The Trust's Graduated Approach to Inclusion
Effective inclusion of all pupils is delivered by quality first teaching in all lessons. This includes Differentiation, VAK and support given by class teacher and learning support assistant.
All Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.(6.36)
Quality first teaching in class delivered by teacher and intervention put in place by teacher to Assess, Plan, Do and Review.
Despite quality first teaching no progress has been made in the intervention. A referral is made to the SENCO. The SENCO assesses pupil and sets specific targets and is placed on the SEN support list. This may result in a referral to the Educational Psychologist, Speech Therapy or an application for an Education Health Care Plan.
Support draws on more detailed approached, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. (6.44)
At Hatcham Free School we are committed to providing all children with the opportunities they need to succeed. All teachers are regarded as teachers for all pupils, regardless of special educational needs or disabilities. Every child’s happiness, achievements and attitude to learning is vital, and the inclusion of all children into our school community is the responsibility of every adult who works in our school community.
All staff undertake professional training in:
The Four Broad Areas of Need- Cognition and Learning, Communication and interaction, social emotional and mental health, and sensory and physical needs
Equality Inclusion and Diversity
At Hatcham Free School academic excellence, the happiness of all our students and effective and appropriate provision are all vital principles that make up our inclusive ethos.
To be fully inclusive, we must include all agencies including our children, their parents/carers and when necessary, wider family members when it involves:
- decision making
- setting targets
- annual reviews
- part of collecting information about what is important to the child, now and in the future, and importantly, how best to support the child while they are at Hatcham Temple Grove Free School.
Inclusion means making our school a strong part of the local area’s provision for children and young people who have SEN and/or disabilities. This means identifying, assessing, and meeting our pupils’ needs well and ensuring they are achieving their full potential. At the heart of this is removing the barriers that get in the way of children who have SEN being fully included in all areas of school life.