We have put in place a rigorous monitoring system that tracks the progress our learners make in all areas of the curriculum. Our staff are vigilant at supporting and raising any concerns. We use data and other forms of assessment to identify additional needs and work hard to support these children.

Parents/carers are encouraged to speak to the class teacher about any concerns they may have. Within the EEEA trust, we have specialist expertise in a number of areas of special educational needs and this is recorded on our provision map.

Our governors play an active role in monitoring the quality of our special educational needs provision as does the Head Teacher and the SENCO (Special Educational Needs Coordinator). All interventions we put in place are research informed and evidence based and are measured to monitor their impact against expected rates of progress.  When we feel something isn’t working, we respond by making alternative arrangements.  All additional support programmes are overseen by the SENCO and all staff take responsibility for supporting all children within their class, regardless of ability.

Differentiation is embedded in our curriculum and daily teaching practice. This may take the form of different work being set, directed/focused activities or additional resources being provided. Regular pupil progress meetings are held between the head teacher/class teacher to monitor individual children and plan next steps of development. The SENCO and class teachers meet each term to monitor progress of specific children. All our teachers are clear about expectations of whole school (i.e. universal) provision and their lessons and books are monitored regularly.

We regularly share progress feedback with our children and their parents/carers. Teachers meet with parents and carers at least termly and more frequently when there is a cause for concern. At these meetings we clearly share what can be done by families to support their children with their learning. Regular updates are made to the curriculum and shared via our school website. We believe in supporting the development of parenting skills and as such, work in collaboration with other agencies and signpost parents where possible, via our website and newsletter.

Our staff receive regular training. Within the trust, we have a number of established relationships with professionals in health, education and social care and these are recorded on our provision map. All external partners we work with are vetted in terms of safeguarding and we monitor their impact with interventions that may take place.

We regularly invest time and money in training our staff to improve universal provision delivery and to enhance skills and knowledge of children with additional needs through additional/enhanced interventions. Our teaching staff are regularly updated on SEN matters. Our LSA support team meet regularly with the SENCO to update skills and share good practice. Where necessary, training is offered throughout the school year. We make good use of services offered by Outreach teams and other local organisations. Teachers are encouraged to ask for support as and when they feel it is needed.

Our single equality policy promotes involvement for all our learners in all aspects of the curriculum including activities outside the classroom. Where concerns of safety and access are expected, further action is taken to enable involvement by all children. If appropriate, parents and carers are consulted. In some cases, where necessary, an individual risk assessment is completed ahead of a trip/activity outside the classroom.

Our accessibility policy is robust and we are fully aware of our obligations to support adults and children with disabilities. We value and respect diversity in our school and do our very best to meet the needs of all of our learners. We are vigilant in making reasonable adjustments where possible.

We have a toilet for the disabled, hygiene room, levelled grounds (so there are no steps in and out of the school), a lift, two refuge points with intercoms in the stairwells, wide corridors and a hearing loop system.

We have a carefully planned induction programme in place for welcoming new children into our school. We liaise fully with our feeder pre-schools and nurseries and follow on secondary schools. Where possible, if necessary, additional visits are arranged for vulnerable pupils.

Our finances are monitored efficiently and we make full use of resources to support all pupils. We seek to ensure value for money and are thorough in evaluating all interventions.

Quality first inclusive practice (universal) is clearly demonstrated in our school and there are expectations that all staff will deliver this. Regular testing, observations and teacher assessments, (along with additional testing if appropriate), form the backbone of decisions made. Should additional support be required, this is undertaken after consultation with the relevant staff, child and parent/carer. Intervention programmes may be used, these include small group work, additional resources or 1:1 work. Support may be felt appropriate for academic progress and also to strengthen social skills. All interventions are monitored for impact, and outcomes are clearly defined at the start of the intervention. The SENCO oversees all additional support and regularly shares updates with the governing body.

In the first instance parents and carers are encouraged to speak to the class teacher. Depending on the support being required, they may contact the school office where they will be directed to the most appropriate member of staff.