The school’s Special Needs Policy has been designed to implement the Special Needs Code of Practice. There is a 3 Stage system of assessment, ranging from in-class monitoring to assessment by an Educational Psychologist. This may lead to a formal assessment of Special Educational Need under the Education Reform Act. When a child does not appear to be making the progress expected of him/her, the school’s Special Educational Needs Co-ordinator (SENCO) will advise the class-teacher of suitable resources to help the child and may assist in devising individual educational programmes (I.E.P.s).

The school maintains a register of pupils requiring extra support and each pupil is carefully monitored. Review meetings are held between the class teacher and the parent for children on the SEN register. Review meetings for these children take place at least three times a year. The object of the review meetings is to share information about progress and any further action, which the school and parents may need to take.

School liaise with a number of outside agencies who will be able to offer appropriate support.  These include:
Physiotherapy
Sensory Support Service
Behaviour Support Team
Language Support (for children for whom English is an additional language)
Speech Therapy
Early Years Team
Local Authority Inclusion Service
Health

Every effort is made to support a child’s needs at the school. Usually extra help is given in the child’s own class with the support assistant working alongside the child’s own class teacher. Occasionally, children may be withdrawn to work in a small group. A copy of the school’s Special Educational Needs Policy may be made available on request.