SEND and Learning Support

SEND

Fir Bank Primary seeks to provide a high quality academic education for all pupils according to their needs, and to develop attitudes of mutual respect and responsibility. It aims to give high priority to the emotional development of the whole school community in a caring environment.

General Objective

At Fir Bank School the emphasis is on a whole school approach. All staff accept responsibility for providing all children with realistic learning goals in a broad-based, appropriate curriculum. We believe in nurturing and developing the educational, social, emotional, cultural and spiritual aspects by curriculum design and teaching approaches. The National Curriculum Council stated that participation in the National Curriculum by pupils with special educational needs is most likely to be achieved by encouraging good practice for all pupils and that the majority of pupils with learning difficulties simply require work to be suitably presented and differentiated to match their need.

We therefore intend . . .

To have regard to the Code of Practice on the identification and assessment of special educational needs.
To follow the guidelines laid down by Oldham Education Authority.
To work in partnership with the child, parent/carers, all staff, governors and outside agencies.
That class teachers will use a range of differentiation to provide effective learning opportunities for all pupils.
Where a child is identified as not making adequate progress provision that is additional to or different from that provided as part of the school’s usual differentiated curriculum will be given.
To recognise the importance of early identification and if the child’s difficulties prove less responsive to the provision made by the school, then an early start can be made in considering the additional help the child may need.
Where a child is identified as having special educational needs an Individual Education Plan will be drawn up tailored to each individual need. Realistic targets will be set and the plans will be reviewed/evaluated regularly and involve the child, parent, teacher and all support services.
Enhance self-esteem by setting appropriate targets.
To use a variety of complementary approaches to support the class teacher and child – differentiation, 1-1, group, whole class, within the class or withdrawal when appropriate.
To include the child within the class, wherever and whenever practicable.
Endeavour to use all resources appropriately and efficiently.
Make full use of all the support agencies that are available