Special Educational Needs and Disability
Special Educational Needs means that a child needs something special providing for them, which is additional to, or different from, the educational provision made generally for children their age, in order for them to reach their full potential or to be fully included in the school.
Some children on the Special Educational Needs register do have a lower academic ability than others or have difficulties with understanding and attainment. However, it is also important to note that this is often not the case; being told that your child has ‘special needs’ does not necessarily mean that he or she is ‘behind’ their peers in their learning or of low ability.
There are many reasons why a child may find learning difficult. For example, the pupil may be experiencing emotional difficulties, they may need a course of speech therapy, be coping with dyslexia, have problems with their hearing or have a medical condition or disability which requires special attention. If these difficulties are managed effectively, there is no reason why the child cannot reach his / her potential.
Further information:
Mrs S Middleton-Wood – SENDCO
01482 325913
‘Relationships between adults and pupils are extremely positive.’…
‘The harmonious relationships among all groups, from a wide variety of backgrounds, are a strength of the school’…
‘Pupils feel very safe in school because of the school’s rigorous approach to keeping them safe’…
‘There is a strong sense of community in this school.’…
‘From the earliest stages in Reception, adults skilfully support pupils to explain their mathematical thinking.’…
‘The Clifton ‘Good Citizen’ programme helps pupils to develop the communication and interaction skills they need for
later life.’…
‘The excellent relationships between teachers and their pupils ensure lessons are purposeful and enjoyable’…
‘ A well-developed
programme for relationships education helps pupils to understand the importance of tolerance and respect for others.’…
‘Pupils are happy and they feel safe.’…
‘Pupils demonstrate outstanding levels of tolerance and respect for other pupils and adults’…
‘Leaders have high expectations of behaviour for all pupils.’…
‘Comprehensive subject plans identify the essential knowledge and vocabulary that pupils need to learn over time.’…
‘The highly successful promotion of pupils’ spiritual, moral, social and cultural development is at the heart of the school’s work’…
‘Teachers provide opportunities for pupils to share experiences of their cultural beliefs and celebrations.’…
‘Pupils with highly complex special educational needs receive outstanding levels of support.’…
‘In religious
education lessons, teachers provide opportunities for pupils to understand and appreciate the different life experiences of their friends.’…
‘Parents are overwhelmingly supportive, commenting very positively on the school’s many strong features’…
‘Teachers use
rigorous assessments to make sure that all pupils make good progress.’…
‘The range of enrichment activities the school provides is excellent and contributes a great deal to pupils’ learning’…
‘Leaders ensure that pupils can develop essential life skills through activities such as learning to dress independently and simple food preparation’…
‘Pupils contribute significantly to the successes of the school through their outstanding behaviour and readiness to learn’…
‘The introduction of a comprehensively sequenced phonics programme is helping children to establish successful early reading skills from the very start of Reception.’…
‘Teachers ensure that they enrich the curriculum through an extensive range of visits and experiences’…
‘Children make a good start in the early years because of good teaching’…
‘Teaching and learning are consistently good. As a result most pupils make good progress in reading, writing and mathematics from often significantly below-average starting points’…
‘Leaders leave no stone unturned to ensure that the very diverse school population is treated equally and that there is a relentless focus on driving up pupil performance’…
‘Leaders help pupils to develop resilience and self-confidence in their learning.’…
‘Staff morale is high, team spirit is very strong, and all are committed to continued improvement. This helps to explain why the school is continuing to improve’…
‘There is a very strong focus on checking on how well different groups of pupils are learning, so that any falling behind can be immediately helped to make better progress’…
‘Leaders have embedded a carefully sequenced, knowledge-rich curriculum from the early years through to Year 6.’…
‘The multi-academy trust has provided teachers with detailed suggestions for how to adapt every aspect of the curriculum.’…