Special Educational Needs and Disability
A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age has a learning difficulty if he or she:
- Has a significantly greater difficulty in learning than the majority of others of the same age; or
- Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. (SEN Code of Practice 2014)
There are four broad areas giving an overview of the range of needs that we plan for.
The broad areas of need fall under:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties
- Sensory and/or Physical Needs
Our Mission Statement
At Allington Primary School children are valued for all aspects of their life and learning. Our aim is for all pupils to develop their self-esteem and confidence so that on leaving our school they are equipped with core academic, social, emotional and behavioural skills that they will be able to use in their future. The school has high expectations for all pupils and we provide teaching and learning experiences that target each child’s needs so that they can reach their potential. We are committed to inclusion and removing any potential barriers to learning and participation. We believe in equality of opportunity and we aim to create a supportive yet challenging environment that values difference and recognises the achievements of all children.
- To identify at the earliest opportunity all children who need special consideration to support their physical, sensory, social, emotional, communication or cognitive development.
- To ensure that these children are given appropriate support to allow every child full access to the curriculum in a positive framework.
- To ensure that these children are fully included in all activities of the school in order to promote the highest level of achievements.
- To involve parents, pupils and others in developing a partnership of support, enabling them to achieve desired outcomes and aspirations.
All pupils with special educational needs should:
- Feel themselves to be valued members of the school society by staff and peers
- Have access to the whole curriculum
- Experience success
- Feel secure and supported
- Be challenged academically
- Work to the best of their ability