children. When planning, teachers use these to set appropriate learning challenges that respond to children’s diverse learning needs. Some children have particular needs which could create a barrier to learning, so require particular action by the school or setting. Teachers and practitioners take account of these requirements and make provision to support individuals or groups of children enabling them to participate effectively in curriculum and assessment activities. These children may need additional or different help from that given to other children of the same age. This policy ensures that all planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child. Aims and objectives We aim to provide every child with access to a broad and balanced education, including access to the National Curriculum, in line with the Special Educational Needs Code of Practice. (May 2015) Curriculum access for all; Secure high levels of progress and achievement for all; Meet individual needs through a wide range of provision; Attain high levels of satisfaction and participation from pupils, parents and carers; Carefully map provision for all vulnerable learners to ensure good learning outcomes; Ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development; Work in a 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 leaners. Our objectives are to; Work with parents to gain a better understanding of child, and consult them in all stages of their child’s education. We recognise that parents have knowledge and experience that will contribute to the shared view of a child’s needs. All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their children’s education. Identify the needs of pupils with SEND as early as possible. This is most effectively done by gathering information from parents, education, health and social services in early years setting prior to the child’s entry into the school (or at the point of transfer). Regularly monitor the progress of all pupils in orderto aid the identification of pupils with SEND.
children. When planning, teachers use these to set appropriate learning challenges that respond to children’s diverse learning needs. Some children have particular needs which could create a barrier to learning, so require particular action by the school or setting. Teachers and practitioners take account of these requirements and make provision to support individuals or groups of children enabling them to participate effectively in curriculum and assessment activities. These children may need additional or different help from that given to other children of the same age. This policy ensures that all planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child. Aims and objectives We aim to provide every child with access to a broad and balanced education, including access to the National Curriculum, in line with the Special Educational Needs Code of Practice. (May 2015) Curriculum access for all; Secure high levels of progress and achievement for all; Meet individual needs through a wide range of provision; Attain high levels of satisfaction and participation from pupils, parents and carers; Carefully map provision for all vulnerable learners to ensure good learning outcomes; Ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development; Work in a 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 leaners. Our objectives are to; Work with parents to gain a better understanding of child, and consult them in all stages of their child’s education. We recognise that parents have knowledge and experience that will contribute to the shared view of a child’s needs. All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their children’s education. Identify the needs of pupils with SEND as early as possible. This is most effectively done by gathering information from parents, education, health and social services in early years setting prior to the child’s entry into the school (or at the point of transfer). Regularly monitor the progress of all pupils in orderto aid the identification of pupils with SEND.