The Local Offer
‘Dream, Aspire, Achieve’
At Easington Colliery Primary School we believe that every child, whatever his or her ability, should have the opportunity to access every area of the curriculum to enable him / her to achieve personal potential academically, socially and emotionally and fully participate in school life. We believe every teacher is a teacher of every child including those with SEND. Our school strives to have high aspirations and expectations for all focusing on outcomes for children and not just hours of provision and support given.
The Aims of the SEND Policy
The aims of our special educational need and disability policy and practice in this school are:
- To make reasonable adjustments for those with a disability by taking action to increase access to the curriculum, the environment and to printed information for all.
- To ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN.
- To reduce barriers to progress by embedding the principles in the National Curriculum Inclusion statement https://www.gov.uk/government/collections/national-curriculum
- To use our best endeavours to secure special educational provision for pupils for whom this is required, that is “additional to and different from” that provided within the differentiated curriculum, to better respond to the four broad areas of need:
- Communication and interaction,
- Cognition and learning,
- Social, mental and emotional health,
- To request, monitor and respond to parent/carers’ and pupils’ views in order to evidence high levels of confidence and partnership.
- To ensure a high level of staff expertise to meet pupil need, through well-targeted continuing professional development.
- To support pupils with medical conditions to achieve full inclusion in all school activities by ensuring consultation with health and social care professionals in order to meet the medical needs of pupils.
- To work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi- professional approach to meeting the needs of all vulnerable learners.
For further information regarding our policy and procedures please read the attached policy.
|Laura Smith||Assistant Head Teacher|
|Guidance and Learning Centre|
|Chris Dickinson||GLC Manager|
|The Learning Zone|
|Gemma Smith||Higher Level Teaching Assistant – Responsibility for ‘The Learning Zone’ Learning Support Assistant|
|Sarah Phillips||Learning Support Assistant|
|Tina Williams||Learning Support Assistant|
|Gosha Walker||Learning Support Assistant|
|Liam Jones||Learning Support Assistant|
|Rebecca Griffiths||Learning Support Assistant|
|P2B Counselling Service|
|Daniella O'Hara||P2B Manager|
|Alison Ross||P2B Parent Counsellor|
|Parent Support Advisor|
|Positive Family Worker|
|Teaching Support Assistants|
At Easington Colliery Primary School, we recognise that there are four main areas, which cover Special Educational Needs. These areas and their meanings are as follows:
Communication and Interaction
- Delay in attention / Interaction Skills—children may have difficulties ignoring distractions and may need regular prompts to stay on task. They may find whole class work difficult. They may need individualised motivation in order to complete tasks. These children may have peer relationship issues or may not be able to initiate or maintain a conversation.
- Understanding / Receptive Language—children may need visual support to understand or process spoken language. Children may repeat language.
- Speech / Expressive Language—children may use simplified language and use limited vocabulary. Ideas and conversations may be difficult to follow, with the need to request further clarification. Some immaturities are in the sound system. Grammar/phonological awareness is still fairly poor and therefore literacy can be affected. Cognition and Learning
Cognition and Learning
Children may have difficulties with the skills needed for effective learning such as use of: language, memory and reasoning skills; sequencing and organisation skills; an understanding of number; problem-solving; fine and gross motor skills; independent learning skills; exercising choice; decision making and information processing.
Social, Mental and Emotional Health
Children may have difficulties with social and emotional development which may lead to or stem from: social Isolation; behavioural difficulties; attention difficulties; anxiety and depression; attachment disorders; low self esteem and issues with self image.
Sensory and/or Physical
These pupils may have a medical or genetic condition that could lead to difficulties with: specific medical conditions; gross and fine motor skills; visual or hearing impairment; accessing the curriculum without adaptation; physically accessing the school building or equipment; over-sensitivity to noise / smells / light / touch / taste and issues with toilet / self care.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.