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Who’s on the SEND Team?
The SEND Team at MVM involves everybody. Every teacher and member of staff is responsible for ensuring pupils with SEND have a positive learning experience and make progress.
The day to day leadership and management of SEND across the school has been charged to the SENDCo, who works closely with parents, pupils, teachers, support staff and external agencies.
Everyone on the team is recognised for being skilled, hardworking and committed to placing pupils’ aspirations at the heart of everything we do.
We value pupils as individuals and want them to feel safe and supported to enable them to be confident and to flourish regardless of their special needs or differences. This is vital for them to grow up to lead happy, healthy and successful lives. Our aim is to prepare them for adulthood.
How we achieve this
Provision for pupils with SEND begins with high quality first teaching. At MVM we have clearly recorded our core offer. Thereafter, we collaboratively decide on appropriate provision that is ‘additional to and different from’.
In collaboration with parents, governors and the community we aim to provide an accessible curriculum by removing barriers to learning and addressing needs.
At Marston Middle School we value individuals, welcome diversity and believe in achievement, ambition and progress for all pupils. In order to do this, many steps are taken to support pupil through their learning journey. Quality first teaching is vital; however for some pupil there are occasions when further additional support may be needed to help them achieve their potential.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with pupil and their parents/carers, staff and external agencies to ensure that the school can meet a broad range of special educational needs and foster a culture of lifelong learning and independent living skills for all pupil.
‘At Milton Ernest Lower School we believe that education enriches people’s lives and aspirations. We value everyone and strive for all to reach their full potential’. (Taken from School Vision statement)
We believe that every child should have access to all aspects of school life so that they are able to be involved active learners and benefit from all that the school has to offer. Some children have pre-diagnosed Special Educational Needs (SEN) when they join us and some children are identified with such needs when they have been with us for a while.
We will endeavour to make any reasonable adjustments to accommodate a child with Special Educational needs or disabilities and will work to support a child’s intellectual, physical, social and emotional development. Children who have special educational needs will be identified as quickly as possible so that these needs can be addressed. We recognise and value the importance of parental involvement and are happy to meet with parents to discuss any concerns.
We are guided in our work by the Special Educational Needs Code of Practice (2014).
The code sets out a legal framework in which the school operates. This document defines SEN as follows:
‘A child or young person has SEN if they have a learning difficulty or disability which call for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
a) has a significantly difficulty in learning than the majority of others the same age,
b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post- 16
The school receives money within its allocated budget to support children with additional needs. Most of these funds are allocated to employ our teaching assistants and the rest is used for purchasing appropriate resources.
If a child has a Statement of Educational Needs or an Educational, Health and Care Plan there may be additional funds available from the Local Authority to supplement our own budget.
Part 3 of the Children and Families Act 2014 and associated regulations requires all schools to publish their SEN offer and below you will find a series of questions and answers that set out our current provision.
• to promote an open and supportive partnership with children, parents, staff, governors and the community and through that partnership endeavour to raise standards and remain a focal point of the community.
• to provide a positive and challenging environment in which all children are valued and educated according to their needs and potential.
• to create a happy, caring and secure atmosphere that will foster in each child independence, self discipline and a responsible and sensitive attitude towards life.
• to provide good quality resources and a stimulating environment in which children are encouraged to have enquiring minds and are challenged through their work and play.
• to encourage mutual respect, confidence and co-operation and teach children to work together, to show consideration for each other, people of all cultures and the world around them.
• to take advantage of change and be recognised by all as an innovative school in the creation and adaptation of new ideas, best practices and processes.
Sarah is a qualified special needs teacher and for the last five years has been studying Animal Assisted Therapy. The Society for Companion Animal Studies explains that Animal Assisted Therapy is facilitated by health service professionals; such as therapists, teachers and nurses. AAT is goal-directed. There are a range of focus areas that can be developed with the use of AAT including, physical, social, emotional and mental health. Animal assisted therapists formally plan and monitor sessions. Goals are discussed with key professionals and/or parents (these can be linked to EHCPlans) and individual plans are designed. Detailed feedback is provided. These sessions last an hour and usually range from 6-12 sessions, depending on the client’s needs.
Sarah has taken part in rigorous training, by a leader in the field, Dr Risë VanFleet and is now a Certified Professional Practitioner in Animal Assisted Play Therapy™, one of few in the UK.
The Children and Families Act 2014 requires governing bodies or the proprietors of schools to publish and keep information on their website about the implementation of their policy for pupils with SEN. This SEN information report is kept under review and updated annually.
Pinchmill Lower School works closely with Bedford Borough Council and our school community to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
We aim to be as inclusive as possible, pupils with Special Educational Needs and Disabilities have their needs met in our mainstream setting wherever possible.
The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.
At Pinchmill Lower School, we celebrate and value every child as an individual, therefore the educational needs of every child are different; particularly for children with Special Educational Needs and Disabilities.
We are committed to working together with all members of our school community. Our local offer has been produced with pupils, parents/carers, governors, and members of staff.
We would welcome your feedback and comments on our offer, so please do contact us, details are on our website, with the SENDCO contact details above.
Priory pride – learning together
The mission of Priory Primary School is to work in partnership with the community
and to help all pupils achieve their full potential - academically, physically, socially
and emotionally. We foster a lifelong love of learning, develop an understanding of
making healthy lifestyle choices and encourage pupils to develop as young citizens.
We believe all pupils have potential – expect success.
The Headteacher, Staff and Governors at Putnoe Primary School aim to help all pupils enjoy and achieve. We strive for academic excellence while seeking to provide a balance between academic subjects and the aesthetic, practical, musical and physical activities.
We believe all pupils should have the opportunity to develop those life skills that will raise self-confidence and self-esteem and contribute to their role as responsible citizens.
The success of our mission is focused around the following themes:
Working together with the wider community, seeking continuous improvement and innovation, celebrating success and taking pride in our achievements and being responsible for our own actions.
Queens Park Academy is an inclusive school which works in partnership with pupils, parent/carers and the community to provide a creative and inspiring curriculum and environment so that all stakeholders can experience 'An adventure in Learning Together.' We aim to raise the aspirations of and expectations for all pupils, including those with SEND and foster in them a lifelong love of learning.
Our school enjoys the peaceful, rural surroundings of Ravensden village situated to the east of Bedford. We have bright modern classrooms equipped with interactive white boards and wireless technology so that all children can use IT wherever they are.
Our bright, happy and friendly children are aged from 2 to 11 years old. They enjoy the inspiring, exciting and well resourced school here at Ravensden Primary. We believe in ensuring that learning should be stimulating, challenging and well matched to the children’s needs through a dynamic and creative curriculum with interesting opportunities for collaborative and independent learning at all ages.
We are committed to working together to offer an enjoyable, happy and safe Christian education that enables all our children to achieve their potential in academic, creative and sporting endeavours. We are active in nurturing and developing our children’s spiritual, social, emotional and leadership skills providing an environment in which our valued, resilient and confident pupils thrive to reach high standards and make excellent progress.
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