KEY INFORMATION
Inclusion
Welcome to our section regarding Special Educational Needs and Disability.
At St Hugh’s, we are committed to whole-school inclusion. We provide a secure and safe environment where all children are able to learn according to their ability. Children are given every opportunity to participate in all aspects of school life and are encouraged to take part in extra-curricular clubs, residential trips and all sporting activities. We follow the principles of Inclusion as set out in the Special educational needs and disability code of practice: 0 to 25 years.
- To ensure all pupils are offered full access to a broad, balanced and relevant curriculum;
- All pupils will be given the opportunity to reach their full potential educationally, emotionally, and physically;
- All teachers view themselves as teachers of pupils with special educational needs, teaching such pupils is a whole school responsibility;
- All pupils with special educational needs should have their needs met;
- Pupil’s special educational needs will normally be met in the mainstream classroom;
- Pupil’s views should be sought and taken into account;
- Parents/carers have a vital role to play in supporting their child’s education and therefore good home/school links are established.
What is a Special Educational Need?
The four areas of need as detailed in the SEND Code of Practice 2014 are:
- Communication and Interaction
- Cognition and Learning-
- Social, Emotional and Mental Health Difficulties
- Sensory and/ or Physical Needs
For more information on areas of needs click the following link, What is a Special Educational Need
How do we identify pupils with a Special Educational Need?
When identifying children with SEND we adopt a ‘Graduated Approach’.
a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
b) Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties. They will be placed on our Cause for Concern Register and support will be put in place.
c) The Inclusion Manager will be consulted as needed for support and advice and may wish to observe the pupil in class.
d) Through (b) and (d) it can be determined which level of provision the child will need going forward. Some children will be identified as SEND and will need specialist support services. Parents will be informed before any pupil is on the SEND register or receiving specialist support.
e) Parent’s evenings, EHAT reviews and termly reviews are used to monitor and discuss the progress being made by children on the SEND register with parents.
Specialist Resources
Our staff are able to provide a variety of resources to children with SEND to support learning. Resources range from specialist pencils to help with their writing grip, to specialist literacy resources including specialist writing slopes and footrests to help with posture.
It can be essential that specialists, such as Educational Psychologists and specialist support teachers, are brought in to help to identify exactly what the nature of a child’s difficulty is. This helps teachers to adapt methods or resources to match children’s needs.
Inclusion Manager is Mrs K Bushell
Governor with responsibility for SEND is Mrs M Jackson
Click on the links below for more information.
SEND Information Report 2024-25
For further information and support for pupils with SEND please click here.
For more information about understanding the role of Educational Psychologist please click on the following links.
What is an Educational Psychologist – Arabic
What is an Educational Psychologist – English
What is an Educational Psychologist – Farsi (Persian)
What is an Educational Psychologist – Kurdish Sorani
What is an Educational Psychologist – Romanian
What is an Educational Psychologist – Slovak