Our Approach to Special Educational Needs
We aim to provide the best possible education for all children and to work in partnership with parents to achieve this. We recognise that children learn at different paces, in different ways and that some children encounter difficulties along the way. We seek to provide both the challenge and the support necessary to help all pupils make the most of their talents and to enjoy their learning and life at school. On this website you will find examples of children of all abilities and with varying interests using their time productively.
We are always hoping to improve our practice and welcome comments from parents to help us do this.
Here are links to organisations which may be useful to parents who have specific areas of interest:
Speech and Language
The Cornwall Dyslexia Association has helpful advice
Tel: 01872 274827 (www.cornwalldyslexia.org.uk )
Pearl centre, Truro www.spectrumasd.org
Attention Deficit Hyperactivity Disorder
Chris Lucas is our parent support adviser, based at Penryn Junior School Tel 01326 372438 (firstname.lastname@example.org) Parent Partnership Service Tel 0845 6017837
Special educational needs at Constantine School. A guide for parents and carers: March 2013
Mission statement: The Governors, staff, parents and children at Constantine Primary School work in partnership to create a happy, healthy, caring, safe, secure and stimulating atmosphere of high quality learning for life in the 21st Century.
In our school community people are valued as individuals. Everyone is given equal opportunity to reach their potential, and this is monitored effectively.
We want all children to get the most out of their time at school. We recognise that some children have more difficulties than others, either in the short term or ongoing. If we feel that a child’s problems need special attention, beyond the normal differentiation in the class, we add them to our Record of Need. We will discuss our reasons with you.
We operate a staged response to special educational needs, as follows
– Concern: This means we have some concerns about the child’s learning, behaviour or physical capability. At this stage, we monitor the child’s progress and keep it under review.
– School Action: After discussion with you, we feel that the child will benefit from some extra support. We record this on an IEP/IBP (see below) and review progress twice yearly, sometimes termly.
– School Action Plus: Sometimes, we feel guidance from an outside agency such as an Educational Psychologist or a Speech and Language Therapist, will be helpful. Once again, referral will be discussed with you. The professionals involved will usually make time available for discussion with you.
– Statement: Very rarely, a child’s needs are such that a statement of special educational needs is drawn up by the Local Authority, setting out objectives and provision. This is reviewed annually, with parents or carers.
Children on the record of need, (School Action, School Action Plus or Statement of Educational Needs):
- Will be given an Individual Education (or Behaviour) Plan (IEP/IBP). Just under 20% of our pupils have an Individual Education or Behaviour Plan. Parents and carers receive a copy of this plan, so that they know what is going on in school and how they can support their child at home. Opportunities to discuss this programme with the child’s teacher and SENCO are made by appointment (but these are always flexible, according to parents’ availability). A new IEP/IBP is made after a review of the previous one. Children and parents should be involved in this process.
- Will receive extra support in school. The amount and type of support will vary according to need. Teachers and Teaching Assistants may give additional support, individually or in a small group, within the lesson or outside it, to address the child’s difficulties. Other resources, such as computer programmes or a different reading programme, may be appropriate. If support is given outside the lesson, we try to cause the least disruption possible and to avoid a child missing key aspects of the curriculum.
- Examples of the kind of support which may be given in school:
– Nessy and Dyslexikit ( structured programmes to address reading/spelling difficulties)
– Frequent, regular opportunities to focus on areas of difficulty (e.g. spelling) with a teaching assistant through ‘Precision teaching’.
– Programmes following the guidance of a physiotherapist or physical disabilities team
– Additional teacher or teaching assistant support in lessons, particularly literacy and numeracy. This may include work differentiated for individual pupils.
– Support from ‘Scallywags’ to address behaviour issues in the early years or key Stage 1
– Specific resources – e.g computer programmes, such as RM maths, or equipment.
– Games or activities to teach or consolidate specific skills – we appreciate your help if these are sent home for extra practice.
We appreciate the vital role of parents and carers in addressing difficulties and aim to provide ideas to help you at home, as well as taking on board suggestions you may have about your child’s learning.
The professionals currently most closely involved with us in school are:
|Dan Williams and Kate Hornblower, Educational Psychologist||Wayne John, Physical Disabilities Team|
|Jenny Paramor, Speech and Language Therapist||Sandra Page, Dyslexia Adviser|
The Parent Partnership Service is an organisation which aims to help support parents and carers of children with special educational needs. There are leaflets in school, or phone 0845 6017837 to talk to an adviser.
Chris Lucas is our parent support adviser. She can be contacted at Penryn Junior School (01326 372438)
Joher Anjari is the school’s Special Educational Needs Co-ordinator. Please do not hesitate to contact him, or the headteacher, Mrs Helen Bancroft, if you wish to discuss any matters concerning your child.
Duncan Campbell is the governor with special responsibility for Special Educational Needs.
Please telephone school for an appointment: 01326 340554
A copy of the school’s policy for special educational needs is in the school office.
We hope that this brief guide is helpful. If you have suggestions as to how we can improve it, please let us know.