Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Children have a learning difficulty if they:
Have significantly greater difficulty in learning than the majority of children of the same age; or
Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
Are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them
Special educational provision means for children of three or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area
A copy of the School’s Special Needs policy is available for interested parties to view at the school. The fundamental principles which underpin our Special Educational Needs Policy are:
- a child with special educational needs should have their needs met
- the special educational needs of children will normally be met in mainstream schools or settings
- the views of the child should be sought and taken into account
- parents have a vital role to play in supporting their child’s education
- children with special educational needs should be afforded full access to a broad, balanced and relevant education, based on the National Skills Curriculum 7 to 14 or the Foundation 3 to 7 Curriculum.
(Special Educational Needs Code of Practice for Wales – National Assembly for Wales 2002)
As a point of policy Ynysowen Community Primary School will therefore strive to:
-ensure the culture, practice, management and deployment of resources within the school are designed to ensure that all children’s needs are met
-work with the LEA to ensure that a child’s special educational needs are identified quickly
-exploit best practice when devising interventions
-the wishes of the child are taken into account when providing for SEN provision, in light of the child’s age and understanding
-interventions for each child are reviewed regularly to assess their impact, the child’s progress and views of the child, their teachers and their parents
-foster close co-operation between all agencies concerned in SEN delivery and support the multi-disciplinary approach to the resolution of issues
Individual Education Plans (IEP’s) are reviewed and agreed with children and their parents at least three times during an academic year. Plans are signed by all partners.
Most of our support for pupils who have special educational needs occurs in class. That is, the class teacher will plan a differentiated set of activities which cater for the child’s individual needs. This is supported by the work of our Teaching Assistants and Specialist Teachers who deliver activities for specific pupils. This may involve withdrawing pupils to our well appointed Reading Resource Area for individual tuition on a specific aspect of their work. There is always a close liaison between the staff providing intervention and the Class Teacher.
The school also benefits from two specialist classes for pupils with additional learning needs (hearing impaired and complex needs). The pupil/teacher ratio(s) in these classes means that work is closely planned for specific individual need. Pupils enter these classes after being reviewed by the educational psychologist and discussed at an admissions panel coordinated by the LEA.
Mr Hills is the school additional learning needs coordinator. Please contact him if you have any further questions.