At St. Michael’s we aim to provide the most appropriate learning journey for each child as an individual. This includes children who are identified as having special educational needs. We follow the SEND Code of Practice 2014 and believe that all teachers are teachers of special needs.
If you are thinking of joining the school and have concerns about your child’s needs please contact the school office, and we will arrange an appointment with our Special Educational Needs Coordinator.
Once at school any concerns should be raised with the class teacher in the first instance and then the SENCO (Special Educational Needs Coordinator) if required. All teachers are teachers of children with special educational needs and therefore appropriate provision is made by the teacher for all children within their classroom.
When necessary we can call on the support of the outside agencies such as the Educational Psychology Service, Learning Support Service and School Medical Officers. At all times parents of children with special needs are kept informed about the support that is being made available and the procedures involved. There is a named SENCO and a member of the Governing Body is nominated as having specific responsibility to ensure the school’s policy is reviewed and that support is appropriate to meet the needs of the child.
This website shows the provision we offer for children with SEND. It is detailed in our local offer 2019/14 questions and SEND Code of Practice 2014. We also have guidelines for staff on supporting pupils recognised as being gifted, talented or more able.
We aim for the highest achievement from all children. To facilitate this we engage in a constant cycle of assess, plan, do and review so that no child is working at an incorrect level. It also helps to identify an individual pupil’s strengths and his/her next steps in learning and provide appropriate learning opportunities.
We aim to see our school and learning through the eyes of the child to make it relevant and interesting to them. Teaching is geared to individual needs as far as possible. Work in classrooms is matched to a child’s ability level, providing enough challenge to help him/her progress.
Children in the Foundation Stage are assessed through regular observation by teachers and learning assistants. These observations take place continually throughout Reception. All parents receive an annual written report and there are opportunities throughout the year to meet your child’s class teacher and discuss your child’s achievements and areas for improvement.