Special Educational Needs

We aim to create a stimulating environment in which a child can reach their potential while studying a broad and balanced curriculum. Some children may have Special Educational Needs (SEN) as they need extra support, either within a small group or individually. At Abbas and Templecombe we ensure that consideration is given to all children with SEN, including the exceptionally able children, children with learning difficulties, children with physical disabilities and children with emotional or behavioural problems. Class teachers identify along with the Special Educational Needs Co-ordinator (SENCO) those children who need additional support.

Our SEN policy outlines the provision that we are able to offer children and the resources available. Each year money is allocated from the school budget to enable the school to provide differing levels of support where needed.

Generally we organize our SEN in to three areas:

1. Focus Children: This is a group of children in the class that the class teacher has highlighted as needing some extra support for a short period of time, e.g., a classroom assistant may help with learning spellings or practising addition strategies.

2. Code of Practice Children: This group of children has been identified as having specific learning difficulties and has an Individual Education Plan (IEP) written specifically for them. The plan will contain short-term targets (e.g., learning to recognize words starting with ch and sh) and define strategies, which will be used to support their learning (e.g., spend five minutes each day learning them). The IEP is reviewed with parents and a child IEP is also written. We are also able to seek advice and support from the county and have regular meetings to ensure that the children are making, as well as maintaining, progress. This group of children are divided into two further categories; school action and school action plus in line with government guidelines.

3. Able Group: This is a group of children in the class that the class teacher has highlighted as needing class activities extended in order to enhance their leaning. This can be in one or many subjects, e.g., music lessons, sessions at the local secondary school, differentiated English/Maths work, homework tasks etc.

We have a Special Educational Needs Co-ordinator who oversees provision throughout the school and is supported by a school governor. Our school assessment policy ensures that detailed records are kept of the children’s achievements which can be used to plan and prioritize future learning. We purchase a wide range of resources specifically for SEN children, ranging from computer software to pencil grips. As a school we liaise with county to seek advice and support whenever appropriate.

Each year we write a school improvement plan for SEN where priorities for the coming year can be set and monitored. Our SEN policy is reviewed each year by the SENCO and SEN governor, where funding arrangements for the forthcoming year can be included. In addition the main school building is accessible by wheelchair and there is a toilet suitable for people with disabilities in the First Aid room. Depending upon the disability, it is the school’s aim that all children shall participate fully in the curriculum with additional support where necessary.