Inclusion

Our Inclusion Manager, Diana Lynch-Bodger focuses on meeting the needs of any children who require additional support. She supports all teachers in creating inclusive classrooms and practices to enable all children to achieve well and reach their potential. Diana will be happy to answer any questions you may have about your child’s progress.

Definition of SEND 

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational 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 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”. (SEND Code of Practice 2014)

Provision 

At Farncombe we aim to personalise the learning for each child in our school; this is part of our mission statement. Where a child is finding school difficult, staff work together to consider how best to smooth the path to success. We sometimes ask parents to complete a one page profile about their child.  The one page profile provides a summary of ‘person centred information’ which can be used by all staff to ensure that support, if needed, is provided in a way that the individual wants.  Understanding what is important to the child is key to ensuring that any support given is meaningful and relevant.

We take steps to ensure that all children are included and have access to the curriculum in the school environment. These include providing resources and adaptations to allow children to achieve and feel supported and happy in school. At times we will assist children with SEND in making friends and playing well with their peers. Activities, lessons and school life are adapted to ensure everyone can participate.

It is important that each child can access the curriculum, irrespective of need. For this reason, each class teacher ensures that their classroom is an inclusive environment, providing various learning styles, differentiated work and strategies to meet the need.

We believe in  ‘quality first teaching’ which looks at the learning needs of all the children in the classroom.  Before any additional provision is considered it is important to look at what is already available to all pupils through differentiated work and an inclusive learning environment.  While some strategies or approaches may have been previously been recommended for a particular pupil or group it is probable that they will be of benefit to many more children in a class.

When necessary outside advice and support is requested from SCC services; Speech and Language, Physical and Sensory Support, Literacy and Language Support, Educational Psychology and Behaviour Support Services.  Any targets set by the agencies are worked on in school with a class teacher or trained teaching assistant.

Farncombe School uses some of the funds available for Pupil Premium and SEND to employ an independent Speech and Language Therapist, who works with small groups each week. We also employ a tutor to support writing in Year 1 and 2.

If you have any concerns regarding your child’s attainment or progress, please speak to your child’s class teacher without delay. At Farncombe we want all our children to achieve well.

 

The following documents explains how our provision for SEND and additional needs are organised.

wave-1-2-and-3-provision

sen-information-report

https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/home.page