At Gilbert Scott Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support them through their learning journey. Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them to achieve their potential.
Arrangements to meet the Needs of Pupils with Special Educational Needs and Disabilities
All Croydon schools are committed to and adopt a similar approach to meeting the needs of all pupils, including those with special educational needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which enables them to make the best possible progress in school and ensures they can actively participated in the wider aspects of school life.
At Gilbert Scott Primary School we aim to be a truly inclusive school. We provide education for all abilities, develop the potential of every pupil, in a learning environment where fairness, understanding, success and discipline are pursued, within an atmosphere which promotes racial and social equality.
The school’s Inclusion Quality Mark was renewed in 2016.
At Gilbert Scott Primary School we are able to offer mainstream education, with high levels of knowledge and expertise in special educational needs, as well as a variety of enhanced learning provisions (ELP).
On site there is a nursery (Willow Tree Nursery) for children with severe and complex needs – 6 children in the morning and 6 children in the afternoon. Placement here is through the Local Authority panel system.
There are two facilities for Enhanced Learning Provision. One is for pupils in years R, 1 and 2 and the other for pupils in years 3, 4, 5 and 6. The two ELPs cater for a total of 14 pupils. Pupils in the ELPs are placed at Gilbert Scott through the SEN placement panel and have either an Education, Health and Care Plan or have a statement of special educational needs.
Gilbert Scott Primary School will use its best endeavours to ensure the necessary provision is made for any pupil with SEN. In doing so, the school will fulfil the statutory duties and best practice guidelines set out in the Department for Education Code of Practice for SEND.
Roles and Responsibilities of the Class Teacher
The class teacher is responsible for:
adapting and refining the curriculum to respond to strengths and needs of all pupils;
monitoring the progress of each child, identifying, planning and the delivery of any additional support required to aid progress;
contributing to devising personalised learning plans / individual education plans to prioritise and focus on the next steps required for each child to improve in their learning and make progress.
If you have concerns about your child you should speak to your child’s class teacher first. Depending on the outcome of these discussions you may have follow up meetings with the school’s SENCo.
Roles and Responsibilities of the Special Needs Co-ordinator (SENCO)
Our SENCO is responsible for the operation of the Special Educational Needs Policy and the co-ordination of specific provision to support individual children with SEND.
The SENCo liaises with staff to monitor pupil progress and to plan further interventions where progress is slower than expected.
The SENCo has regular contact with a wide range of external agencies that are able to give more specialised advice.
If you have any concerns regarding SEND matters do not hesitate to speak initially with the class teacher who will liaise with the SENCo.
Roles and Responsibilities of the Head Teacher
The Head Teacher is responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEN.
Roles and Responsibilities of the SEND Governor
This governor is responsible for supporting the school to evaluate and develop quality and impact of provision for pupils with SEND across the school.
Children and Families Bill 2013
The Children and Families Bill takes forward the Government’s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill reformed the systems for adoption, looked after children, family justice and special educational needs.
The Government is transforming the system for children and young people with special educational needs (SEND), including those who are disabled, so that services consistently support the best outcomes for them. The Bill extends the SEND system from birth to 25, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met.
It takes forward the reform programme set out in Support and Aspiration: A new approach to special educational needs and disability: Progress and next steps by:
replacing statements and learning difficulty assessments with a new birth-to-25 Education, Health and Care Plan, extending rights and protections to young people in further education and training;
improving co-operation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together;
requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.
What is the School’s Information Report?
The School’s Information Report (known as the Local Offer) was first introduced in the Green Paper (March 2011) as an offer of all services available to support children with disabilities and children with SEND and their families. The following information will set out what is normally available in schools to help children with lower-level SEND as well as the options available to support families who need additional help to care for their child.
What Will it Do?
Croydon’s framework will allow the Local Offer to provide parents/carers with information about how to access services in their area and what they can expect from those services. With regard to Education, it will let parents/carers and young people know how school and colleges will support them and what they can expect across the local settings.