Inclusion is at the heart of all we do here at Spring Meadow, we aim to ensure that all children's needs are met and that they are able to thrive in school, we believe that, all teachers are teachers of all children; all children have a right to participate fully in the Curriculum; all children have a right to participate in the extra-curricular life of the school and inclusion equates to higher achievement for all children.
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made. Four broad areas of need are identified in the SEND Code of Practice: cognition and learning; communication and interaction; social, emotional and mental health difficulties; sensory and/or physical needs.
The benefits of early identification of SEND are widely recognised: identifying needs at the earliest point, and then making effective provision, improves long-term outcomes for the child.
At Spring Meadow, in accordance with the SEND Code of Practice we follow the Assess, Plan, Do, Review Process which can be accessed electronically via Edukey. Here you will also find the provisions your child accesses. The class teacher is responsible for completing these with the support and guidance from the SENDCo.
Children’s additional needs are met in a wide variety of ways, depending on how the curriculum or environment needs adjusting. The needs of a given pupil might, for example, be met by means of adaptations to the curriculum, through the child’s participation in small-group work, by the provision of specialist equipment, with time-tabled visits to our Sensory Room.
Where a child has complex needs that remain unmet by the support put in place by school and involvement from external agencies, an Education Health and Care needs assessment may be required.
The school recognises that pupils at school with medical conditions should be properly supported so that they can learn and join in fully with school life, including school trips and physical education. Some children with medical conditions may be disabled and, where this is the case, the school will comply with its duties under the Equality Act 2010.
We, as a school, acknowledge that mental health needs are becoming increasingly apparent in primary aged children and we offer numerous ways to support children with these needs.