The Special Needs policy and the schools response to the 14 questions reflects the school’s aims to treat every child as an individual and to enable each child to fulfil his or her potential. Special Educational Needs can arise from learning, emotional, social, or behavioural difficulties and from being particularly gifted in any area of the curriculum.
When causes for concern arise, the classteacher will involve the co-ordinator for Special Educational Needs and strategies set in place to help the child with their particular need. One page profiles have been sent out to every pupil to personalise learning for every child to ensure the correct provision for every pupil.
Where necessary an Individual Education Plan (IEP) will then be set up and records kept of steps taken to meet the child’s needs. The Special Needs co-ordinator will ensure parents are fully involved and will liaise with external agencies for advice and targets if deemed necessary.
Provision for Special Needs is in line with the national Code of Practice.
More Able Pupils and Gifted Pupils
It is important to understand what we mean by more able and gifted pupils. More able pupils can be defined as pupils who demonstrate a significantly higher level of ability than most pupils of the same age in one or more of the curriculum areas or in any of the following:
- Ability in the expressive arts
- Artistic abilities
- Creative thinking
- General intellectual ability
- Leadership qualities/social skills
- Physical ability
- Specific academic aptitude
More able and gifted children are identified through teacher assessment and judgements based on a variety of teacher assessments.
At all times the needs of the children, whatever their ability, are catered for through a carefully differentiated curriculum and associated lesson activities and tasks.