At Green Lane Primary Academy we are committed to inclusive education and believe that all children have a right to a broad and well balanced education under the National Curriculum. All children with special education needs can make good progress if their needs are correctly identified and provided for with appropriate levels of resource.
Children who have Special Educational needs within Green Lane Primary Academy are fully integrated into the normal classroom situation.
Our Inclusion Curriculum Leader has overall responsibility for special needs and determines and
co-ordinates the staff and the action needed to help children with both the curriculum and the social and behavioural aspects of attending school.
Staff working in the Inclusion Team are also responsible for liaison with outside professional agencies and provide support for staff, children and parents. To address the difficulties facing some children, we ask for the help and support of parents in order that positive working partnerships are developed.
Green Lane Primary Academy is happy to admit children with special education needs if that decision is felt to be the best way forward for the child, for the other children in the school and for the good use of available resources. We need to bear in mind the fact that parts of the school building are not presently adapted in any special way.
If parents feel that their child has special educational needs they are welcome to approach the Co-Head Teachers, the child’s class teacher or the Inclusion staff at any time to discuss their concerns.
Many children have special educational needs at some time during their school career, eg. following a prolonged illness or an emotional disturbance and at such times may need extra help and support for a temporary period. Some children may have significant learning difficulties which require a greater input over a much longer period of time.
A child with special educational needs may be identified before he or she begins school by parents, doctors, health visitors or other specialists. In school, however, we follow identification assessment and procedures which are in line with the Department for Education’s Special Educational Needs and Disability Code of Practice. We have regular meetings to review each child’s progress and set targets for their development. These targets are shared with parents and children.
As a whole school we aim to identify learning difficulties as follows:
The Inclusion Team co-ordinates our provision and adopts a staged response to individual pupil needs. Where children are identified as having Special Education Needs they are entered on our SEN register and a Sen Support Plan is drawn up to address their needs and assist their development. All children who are on the Special Needs Register experience a differentiated curriculum and individual attention from our Special Needs Teaching Assistants. Sen Support Plans are regularly reviewed and the outcomes of those reviews are discussed with parents. Parents are consulted and included at every step as advised in the Code of Practice. We value the views of parents concerning their children’s learning and also hope that parents will work in partnership with us to address their children’s learning difficulties.
In addition we also have experienced Teaching Assistants to support children in class, in small groups and individually.
Children who, despite this programme, fail to make suitable progress and fall well below age expectations, may need additional support or provision over and above what we can provide in Green Lane. In order for this child’s needs to be fully reviewed and the correct provision established these children need to go through an assessment process which may lead to an Education Health Care Plan. Again parents will be fully involved at all stages of this process.
SEND Information Report
As required by legislation we publish a SEND Information Report which is regularly update. The report outlines our complete offer for children with Special Educational Needs or Disabilities. Please click on the link below to access this report.