SENCO: Alison Rawlings (Cate Broomfield)
At Much Birch CE Primary our first concern, when thinking about children with special educational needs and/or disabilities (SEN), is that the children feel happy and valued. All children with SEN have exactly the same opportunities to participate in the curriculum, after school clubs, school performances and school trips as everyone else.
High quality first teaching and additional interventions are defined through our annual dialogue across the school contributing to our provision management approach. These documents help us to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with ALL our learners.
The class teachers set their classrooms up carefully to provide support for children with SEN and monitor the learning of those children with the SENCO and Senior Leadership Team at regular progress meetings. They may adapt printed materials so that children can access them (coloured paper, enlarged or simplified texts, audio versions, coloured overlays). Pencil grips and specialised writing pencils/pens are provided where necessary. Teachers may also provide alternatives to paper and pencil recording where appropriate, or provide access through adult scribing.
We offer a wide range of interventions, where children can work as part of a small group, or in some cases individually, with teaching assistants who have been trained to deliver them.
Our most recent OFSTED (May 2014) stated that ‘Pupils with SEN make good progress.’
The School’s offer in support of pupils with Special Educational Needs and or Disability (SEND) – Information Report 2018