SEND

Special Education Needs and Disabilities

We offer and deliver a full curriculum that is inclusive to all children, irrespective of need. The Special Education Needs and Disabilities Co-ordinator (SENDCo) works closely with all staff to ensure that all children with SEND are supported in their learning. This may be in the form of classroom-based support and strategies, or withdrawn support, often in small group or one-to-one sessions; this will usually be with school staff but can occasionally be with other professionals. The school maintains very close working relationships with children, staff, parents and other agencies. We believe partnership with parents is of the utmost importance; we encourage parents to discuss their child's progress regularly with class teachers or the SENDCo if necessary. 

Special Educational Needs and Disability Co-ordinator – Mrs Barber

Mrs Barber can be contacted via the school telephone number: (0191) 4157214. 

All Sunderland schools have a similar approach in meeting the needs of pupils with SEND. Needs and/or disabilities are supported by Together for Children to ensure that all pupils, regardless of their specific need, make the best possible progress in school. 

All schools are supported to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting, wherever possible. 

The broad areas of SEND needs are:

• Cognition and Learning
• Communication and Interaction
• Social, Emotional and Mental Health Difficulties
• Sensory and/or Physical

Staff will seek to identify the needs of SEND as early as possible through gathering information from parents, education, health and care services and EYFS (Early Years Foundation Settings) prior to the child’s entry into school. As children move through the school their progress is carefully monitored and any child who fails to make progress or a teacher suspects a child may have special education needs, interventions will be implemented, consultation with SENDco, targets set and monitored. After evaluation, any child who is failing to narrow the gap between them and their peers through provision will be considered for a Personal Learning Plan (PLP). Parents/Carers will be consulted throughout the process and involved in the setting, achieving and evaluation of targets through a plan do review process. Pupils will be at the centre of the process and will help formulate the targets, supported by parents/carers and teachers.

Inclusion

Springwell Village has a responsibility to provide a broad and balanced curriculum for all pupils. This statutory inclusion statement sets out three principles for developing an inclusive curriculum which provides all pupils with relevant and challenging learning.

Schools must:

• set suitable learning challenges
• respond to pupils’ diverse learning needs
• overcome potential barriers to learning and assessment for individuals and groups of pupils

Children are supported to access all activities inside and outside school including visits, residential visits, sports and clubs.