At Camelot we support and value the abilities of all our pupils. It is our duty to provide equal opportunities for every person in our care and a safe and fully equipped learning environment which caters to the needs of every child as an individual. We are committed to inclusion within the school curriculum and participation in all aspects of school life.
Camelot adopts a ‘whole school approach’ to special educational needs and disabilities. All staff work to ensure inclusion of all pupils. The school is committed to ensuring that pupils with SEND can fulfil their potential and achieve optimal educational outcomes.
We aim to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice.
- To ensure that all pupils with SEND have their needs identified in order to support academic progression and continued good physical and mental health and wellbeing.
- To ensure that every child is protected from harm and neglect and that every effort is made to enable them to learn and grow independently.
- To ensure all children can access a balanced curriculum, differentiated where appropriate.
- To ensure that all pupils with SEND are able to fully access the curriculum by providing extra support or additional resources where appropriate and by removing their barriers to learning.
- To ensure all students are valued, given a sense of worth and helped to develop confidence in their abilities and strengths in both academic and social areas of the school experience.
- To ensure that students express their views and are always fully involved in the decision making processes.
- To provide cost effective, flexible deployment of resources to ensure all pupils’ needs are met and they are used to maximum effect.
- To invest in the professional development or staff in relation to SEND pupils.
Identify the needs of pupils with SEND as early as possible. This is most effectively done by gathering information from parents, education, health and care services and early years settings prior to the child’s entry into the school. Taking the ‘graduated approach’ will mean that staff will be committed to following the cycle of assess-plan-do-review as part of the identification (and provision) process.
Monitor the progress of all pupils in order to aid the identification of pupils with SEND. Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential.
Make appropriate provision to overcome all barriers to learning and ensure pupils with SEN have full access to the National Curriculum. This will be co-ordinated by the SENCO and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for.
Work with parents/carers to gain a better understanding of their child, and involve them in all stages of their child’s education. This includes supporting them in terms of understanding SEND procedures and practices, providing regular reports on their child’s progress, and providing information on the provisions for pupils within the school as a whole, and the effectiveness of the SEND policy and the school’s SEND work.
Work with and in support of outside agencies when the pupils’ needs cannot be met by the school alone.
Create a school environment where pupils feel safe to voice their opinions and contribute to their own learning.
Frequently Asked Questions
How will Special Educational Needs of children be identified and completed?
Special Educational Needs can be identified through parental concerns, teacher observation as well as through educational assessments such as English and Mathematics screening and analysis of progress in learning.
Who is responsible for the Special Educational Needs provision in school?
The Headteacher, Mr James Robinson, and SENCo, Ms Madeline Eastwood, have overall responsibility for Special Education Needs provision. However, class teachers also have responsibility for SEN provision in the school.
How do we involve parents of children with Special Educational Needs in their child’s education?
We hold regular parent consultation and review meetings and conduct an annual review for children with a statement/educational healthcare plan. We hold formal and informal meeting with parents and invite them meet with the specialist teachers.
How do we assess and review children’s progress?
Children’s progress is reviewed through a range of assessments in school and by outside agencies including pupil and parent views and pupil progress meetings.
What is the approach to teaching children and young people with Special Educational Needs?
All children have Quality First Teaching with additional SEN Support, including for those with an Education, Health and Care Plan.
How is the effectiveness of the provision evaluated?
Pupil Progress outcomes are evaluated through: Intervention review, annual reviews, parent and child’s views, teacher reports, Ofsted inspection, Annual school reports. Children may be removed from the SEN register if they have made the appropriate progress so that it is decided they no longer require additional support.
What arrangements are in place for handling complaints from parents of children with SEN about the provision made at the school?
If you have any concerns or questions regarding your child, please discuss them first with your child’s class teacher.
For further information, please refer to the school’s complaints policy and the SEN policy.
complaints- care or welfare of child
If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCO, who will be able to advise on formal procedures for complaint.
If you wish to:
- Discuss your child’s progress and any initial concerns – Class Teacher
- Discuss SEN and support services – Ms Madeline Eastwood (SENCo)
- Discuss child welfare or care concerns or complaints- Ms Madeline Eastwood (SENCo)