Special Educational Needs
SEN at Cholsey Primary School
At Cholsey School we value all children as individuals. They are all entitled to a broad, balanced and relevant education. We celebrate all children’s achievements and the contributions they make to the school community.
We aim to achieve a happy, sensitive and secure atmosphere in the school, where independence, self-esteem and respect for others can be developed; in such an environment all children will be able to learn effectively.
Definition of SEN:
A child has a learning difficulty or disability if he or she:
has a significantly greater difficulty in learning than the majority of others of the same age, or
has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.
(Code of Practice DfE 2014)
These difficulties, that Cholsey School aims to accommodate, may be either one or a combination of the following:
Cognition and learning needs - specific learning difficulties/dyslexia
Behaviour, emotional and social development - emotional and behavioural needs
Communication and interaction - speech and language, Autistic Spectrum Disorder (ASD)
Sensory and/or physical - hearing needs, visual needs, physical need
How are we making sure we are meeting the learning needs of individual pupils?
We treat all children as individuals, including those who are gifted or talented or who have special educational needs. We use a variety of measures to ensure that the teaching they receive is most suitable for them, for example by grouping children, by offering them different activities and extra support within the classroom and by withdrawing individuals for 1:1 support as appropriate.
We have a team of highly experienced and trained Teaching Assistants who are led by our Special Educational Needs Coordinator in delivering intervention programmes for those having difficulties, particularly in English or mathematics. Our recent Local Authority Audit of SEN provision was very positive, praising the ‘inclusive ethos of the school and ability to include pupils with high level needs effectively’.
Opportunities are offered to children with specific gifts or talents in the classroom, through clubs and through joint activities with other local schools.
In the context of this policy, these needs entail extra, or in some way different, educational provision from that which is provided for most children in the school. Definitions can be found in the Code of Practice 2014. For more information please read our SEN policy and SEN Information Report.
Meet the team:
Karen is a Higher Level Teaching Assistant who supports Kate and the team by co-ordinating the provision for each of the children receiving additional support. She also oversees Pupil Premium spending and its impact, and works with families .