Provision For
Pupils With
Special Educational Needs (SEN)
The New SEN Code of Practice | Contact with Parents | Help Your Child at Home
SEN Policy | Accessibility Plan | Disability Equality Scheme
Homework Club | Inclusion Policy | SEN Leaflet 
46.kb
The Latest Newsletter for Parents 54kb
Based on a leaflet produced for parents of new Year 5 pupils at St Marys. Full details of SEN provision at St Mary's can be viewed in the School's Inclusion Policy or to view the Annual SEN Report for Parents and the School Procedure for Pupils with Disabilities.
The Learning Support Department
The learning support department consists of:
- Inclusion Co-ordinator / Manager - Mrs J Thomas
- Learning support/SEN teacher - Mrs N Hill
- Learning support/teaching assistants
If your child received support at their First School then they are more than likely to receive at least as much, maybe even more, at St. Mary's.
The support may take the form of additional teaching and/or help in class from a Learning Support Assistant. We will be writing to you early in the Autumn term, once your child has settled, to inform you of the support your child will be receiving.
The New SEN Code Of Practice
Once support has been put into place, a Provision Map or an Individual Education Plan (IEP) will be written for your child, outlining the help your child will be receiving. This plan will be discussed with you at the Parent's Evening in the Autumn term with your child's tutor. IEPs or Maps are reviewed twice yearly from then on usually at the end of the year and in the middle of either Jan or Feb.
The IEP/Map indicates that your child has been placed on the School's SEN register at the stage of either 'School Action' or 'School Action Plus'. If your child has an SEN statement for Educational Needs, the register will read 'Statemented'.
SCHOOL ACTION - indicates that extra support is being offered to your child by the school.
SCHOOL ACTION PLUS - denotes that not only is help being offered by the school but also by external agencies. E.g. Speech and Language Therapy or the Educational Psychology Service.
Children who are statemented for SEN only make up a small minority of pupils at school. They receive additional support as laid down in their statement.
A leaflet called "Special Educational Needs (SEN) A guide for parents and carers", provides more information. It can be viewed on the website www.teachernet.gov.uk/wholeschool/sen/parentcarers
Contact With Parents
We welcome phone calls and informal meetings with parents to offer advice, support or to answer queries no matter how small. Please don't hesitate to contact us if you have any concerns. Homework diaries are also used to communicate with home and are checked weekly.
Mrs Thomas and Mrs Hill run parent 'clinics' on the first Wednesday of each month from 3.45 - 5.00 pm again to deal with any concerns swiftly and to inform parents of their child's progress. Please telephone to make an appointment. We are also available on Parent's Evenings.
Twice yearly a SEN Newsletter is distributed to parents with advice and support on many different SEN issues.
Help Your Child At Home
We have found that children who make greatest progress are those whose parents support the work carried out at school by:
- Hearing their child read out loud at home at least three times a week
- Helping their child with the multi-sensory reading programme (often called the 'blue book') This programme is run in Year 5 only
- Ensuring their child completes their homework spellings every night using LOOK, SAY, COVER, SPELL, CHECK
- Encouraging their child to proof read their own work, finding mistakes and correcting spellings.
- Encouraging the use of joined writing.
Homework Club/Breakfast and Lunchtime Club
Monday, Wednesday and Friday lunchtime , the Learning Support Department runs a 'Homework Club'. All pupils are invited to attend if they would like any help with any homework or class work or would simply like to chat about any difficulties they are facing with their work. Please encourage your child to attend if homework is causing problems.
For some very vulnerable children we offer a breakfast and lunchtime club in the TLC - Teaching and Learning Centre for children to chat, have some food and complete work set if you feel your child would benefit from the please let us know.
Further Information
Apart from the DfES leaflet mentioned earlier you are also invited to request from the school a copy of the SEN policy outlining the provision being made at St Mary's in much more detail or view it on the school website.
May we also draw your attention to the service offered by the Parent Partnership in Dorset who offer independent information and support for parents. Please contact Parent Partnership, PO Box 6207, Dorchester, Dorset DT1 9AT, tel 01305 224888 or email - p.a.saint@dorsetcc.gov.uk. More literature can be found at www.dorsetforyou.com/educ/sen .
Special Educational Needs Policy
Definitions | Principles & Aims | Role & Responsibilities | Providing Effective Learning OpportunitiesTeaching Materials | Support for Children | Use of the SEN Budget | Partnership with ParentsIndentification, Assessment & Review Arrangements | School Action | School Action Plus
Statements | Identification of SEN | Working with Other Schools | Training of Staff
Evaluation & Reviewing this Policy | Admissions | Complaints Procedure
All children are individuals and have educational needs which are individual to them. Most of these needs are met by the normal range of resources and teaching styles appropriate to a child’s peers. Where there is a clear difference between the educational needs of a child and the range of provision considered to be appropriate for the majority of children of the same age within the school, then the child has Special Educational Needs. These may relate to a child’s abilities as well as disabilities. This policy is applicable to the less able within our school and to those with specific difficulties: there is a separate policy which relates to the most able and gifted.
Nationally, it is considered that about 20% of children may have Special Educational Needs at some time.
Definitions:
- The 1993 Education Act (Part 111) specifies that:
‘A child has a learning difficulty if he or she:
a) has a significantly greater difficulty in learning than the majority of children of the same age;
b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age ….. (in local mainstream schools)’
‘Special educational provision means ……. (that) which is additional to, or otherwise different from, the educational provision made generally for children of the child’s age ………. (in local mainstream schools)’
In terms of the legislation, children with physical, emotional and behavioural difficulties are considered to have ‘learning difficulties’ and so come within the scope of this policy.
2. The 1944 Educational Act, as amended by the 1989 Children Act, stipulates that:
‘Unless the context otherwise requires, parent, in relation to a child or young person, includes any person:
a) who is not a natural parent of the child but who has parental responsibility for him or her, or
b) who has care of the child'.
The meaning of parental responsibility, in terms of the 1989 Children Act (Section 2), is clarified in the Glossary (p.129) of the SEN Code of Practice.
Principles and Aims:
At St Mary’s we believe that:
- children with SEN (Special Educational Needs) should generally be taught within the normal class structure with children of their own age;
- there is merit in withdrawing a child with SEN from class for special help for short periods each week, as well as supporting him or her within the classroom; and
- wherever possible, children with SEN will have the whole curriculum, including the National Curriculum, made available to them.
We shall aim to:
- identify all children with SEN as soon as possible and ensure that appropriate educational provision is made for them;
- match teaching styles to the needs of individual children as far as is possible;
- involve parents in decisions made about their child’s education;
- encourage and help children to overcome difficulties, celebrate their successes and promote their self-esteem; and
- enable each child to achieve his or her potential.
This policy aims to:
- identify the roles and responsibilities of those dealing with children with SEN;
- establish procedures for ensuring unity of approach and continuity of provision for children with SEN; and
- outline the way in which the School intends to meet its obligations under the 1993 Education Act with regard to children with SEN
Roles and Responsibilities:
1. Governors:
Mrs K Milligan has been asked by the Governing Body to take a particular interest in the school’s provision for children with SEN.
2. Headteacher:
The Headteacher is the designated ‘responsible person’ who will be informed by the LEA when it concludes that a child has SEN and will endorse any request made to the LEA for statutory assessment.
3. Inclusion Co-ordinator/Manager (INCO):
The INCO, Mrs J.Thomas, administers the SEN Code of Practice arrangements, maintains the SEN register; carries out the SEN Audit; oversees the records of all children with SEN; has overall responsibility for the SEN provision of all pupils on the register; reviews progress and draws up Provision Maps and Individual Education Plans (IEP's) for children in Years 5 to 8 at School Action and above in conjunction with the Specialist SEN Teacher, Group Tutors and others as appropriate. She also carries out and administers all annual reviews of Statements, advises colleagues, and liaises with staff, parents and external agencies.(A full job description is available if required and is in the process of amendments to fully develop the Inclusion Role.)
The other specialist SEN Teacher, Mrs N. Hill, co-ordinates the SEN teaching and draws up Provision Maps and IEPs for children at School Action and above in conjunction with the INCO, Group Tutor and others. She also carries out and administers annual reviews of Statements as the INCO and also liaises with parents and external agencies as necessary, as well as helping the INCO with administrative tasks. (A full job description is available if required.)
Both Mrs J Thomas and Mrs N Hill are specialist SEN teachers who, together with the Teaching Assistants, comprise the Learning Support team.
4. Learning Support Staff:
Teaching Assistants (TAs) work in support of SEN children. Children with Statements of SEN which specify an amount of TA time have a particular TA or TAs appointed to work with them. The funding for this support and general TA support for children up to School Action Plus is funded from the school's SEN budget of delegated funds from county. The LEA does however fund separately Statemented pupils with Low Incidence Needs i.e. children with physical, visual or hearing difficulties.
The INCO and Headteacher are responsible for the allocation of TA time to those considered to be in need of support.
On their appointment TAs are given general information on the running of the school, including relevant policy documents. A job description will also be negotiated at this time. They are welcome to attend any staff meetings, curriculum meetings, Year Group meetings and school based INSET days on a voluntary basis, and on particularly relevant occasions TAs will be paid to attend INSET days. There are weekly team meetings to address any relevant issues or concerns. All TAs are encouraged to undertake training in order to develop their skills and are to be involved in the school's Performance Management Programme.
Information regarding the child or children for whose support the TA is appointed is available in the SEN files for each class and in the Year files for Statemented children. The confidential nature of this information must be appreciated.
The class/subject teacher or INCO responsible for a pupil's educational programme will liaise with and guide the TAs so that their time is utilised effectively to support the pupil in ways relevant to his/her individual needs.
TAs are expected to record their contributions to the child or children's progress as well as contributing to SEN reviews and annual reports and will be invited to attend relevant meetings with parents and support agencies.
5. Other Teachers:
There will be children in every class who have SEN. It is primarily the responsibility of each class/subject teacher to make appropriate provision for them in accordance with the National Curriculum Inclusion principles and any Individual Education Plan (IEP) or Provision Map. It is also the teacher's responsibility to make him/herself familiar with the child’s targets and then act upon them.
The Class Tutor is responsible for:-
- helping to inform the Provision Map or IEP for any child at School Action and above in consultation with the INCO, other colleagues and peripatetic specialist teachers if appropriate;
- contributing to annual reviews of Statements;
- drawing up behaviour plans/ PSPs if required in consultation with the INCO and Key Stage Leader as well as monitoring progress.
- informing the INCO of any issues concerning students on the SEN register;
- liaising with Teaching Assistants about future lesson content to facilitate effective support.
Key Stage Leaders are responsible for overseeing that behavioural support plans are put into action in consultation with the INCO, Behavioural Support Teacher and Headteacher.
Providing Effective Learning Opportunities for all Pupils:
The statutory inclusion statement in the National Curriculum outlines how teachers can modify, as necessary, the programmes of study to provide all pupils with relevant and appropriately challenging work at each Key Stage. It sets out three principles that are essential in developing a more inclusive curriculum:
- Setting suitable learning challenges.
- Responding to pupil's diverse learning needs.
- Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
Teachers should endeavour to ensure these principles are followed when planning for all pupils including SEN pupils and use the examples set down to help provide suitable teaching materials and support for pupils with SEN.
Teaching Materials for Children with SEN:
Staff in charge of curriculum areas are expected to provide from their departmental allocations an appropriate range of resources which will allow all children to access the curriculum. Advice on differentiation and suitable materials can be sought from the INCO who is happy to help adapt worksheets etc. Some money may also be available from within the SEN budget for subject developments which would particularly benefit SEN pupils: curriculum leaders should negotiate this with the INCO. Reading schemes and other materials used by the Learning Support team are available for loan if required and can be found in the Learning Support base.
Support for children with SEN:
Children with SEN are in classes with their peers for most of the time and receive as much help as possible. This may be through differentiated tasks, materials and expectations or, in some instances, by support from the SEN teacher, Teaching Assistants or voluntary helpers.
Children may also be withdrawn from the classroom, for short periods, for individual or small group help, because we have found this to be an effective way of meeting most children’s specific educational needs. Visiting specialist teachers e.g. SENSS, tend to work in this way, and children may also be withdrawn for therapy or counselling and Nurture sessions.
Since Sept 2009 a new facility has become available the TLC (Teaching and Learning Centre) for the most vulnerable individuals in the school. It is set up as a nurture room for KS3 predominantly but also provides a breakfast club and lunchtime club for all years.
Where withdrawal does take place, care is taken to ensure, so far as possible, that the child does not miss the same activity more than once each week, nor one which he/she enjoys.
Use of the SEN budget:
The Headteacher will make a recommendation to the Governors each year about the use of the SEN budget, having regard to the advice received from the INCO about the overall SEN requirements and the year's SEN objectives (See Inclusion Development Plan).
The money received for SEN may be used to:
- enable class teachers to give more time and consideration to children with SEN;
- employ teachers and/or Teaching Assistants to work with specific children in liaison with the class teacher;
- provide teaching materials specifically for children with SEN;
- release teachers and/or the relevant member of the Learning Support team from classroom activities to attend a SEN related meeting or to teach individuals or small groups of children with SEN;
- provide training for those working with children with SEN;
- assist with administrative tasks.
Partnership with Parents:
Parents are consulted and informed about their child’s progress at school and their co-operation is sought at all stages. Their views are sought in an atmosphere where they feel comfortable, so that a feeling of working together for the good of the child is fostered. Their opinions are considered when an IEP or Provision Map is drawn up and they are invited to Reviews. They are also invited to contact the INCO immediately should any issues arise.
Parents are encouraged to hear their child read at least 3 times weekly and are asked to support the multi-sensory approach to learning. Parents of Year 5 pupils are also expected to participate in the parent/child reading programme. An information evening for Year 5 and 6 parents is run by the INCO early in the Autumn term every other year to make parents aware of support provided and ways of helping at home.
Communication with parents, either verbal or written, takes place at least 4 times yearly (2 reviews and 2 parents evenings). A record of all SEN related communications is kept in the Year Group SEN files located in the Staff Room.
A monthly parental drop in is run on the first Tuesday of each month when any parent is invited to attend on an appointment system to discuss their child's progress with the INCO or Special Needs teacher.
An SEN newsletter for parents has been developed and is distributed at least twice yearly to keep parents informed of developments, procedures related to SEN etc.
Family SEAL sessions have just recently been introduced for parents of
Children who are benefitting from Nurture group sessions.
Identification, Assessment and Review Arrangements:
The school uses the graduated approach outlined in the Department for Education’s revised SEN Code of Practice (2001), and the computerised record system 'IEP Writer 3', for writing and evaluating Individual Education Plans and an in-house excel system for Provision Maps.
As a school we place great importance on identifying special educational needs early so that we can help the children as quickly as possible. The graduated approach recognises that children learn in different ways and can have different kinds or levels of SEN. The school also uses “Funding for Inclusion” following County guidelines for identification of pupils at different levels of SEN support. For most children their needs can be met through an appropriately differentiated curriculum however, some children may require extra or different support and thus have Special Needs.
School Action
School Action is triggered when concern is expressed by teachers, parents, Health and Social Services professionals. It is characterised by the gathering of information and the need to provide different or extra support for a particular child. A Provision Map is drawn up at this step of the graduated approach.
The INCO, with assistance from the Group Tutor (and other teachers if required) will review the current situation and gather together any information believed to be helpful. This may include current class records; previous school records; standardised test results; Record of Achievement or Portfolio evidence; behavioural observations; health or Social Services information, and information from other teachers, from the child him/herself, from his/her parents and from other adults who work with the child at school.
The Group Tutor and the INCO, with others if appropriate, will then draw up a Provision Map for the child. They inform the parents and the Headteacher (if this has not already been done). The possibility of including parental involvement in the implementation of a map will be considered when drawing it up. A review date will be set and the plan will then be implemented.
If, at the review, it is thought that the progress made by the child has been sufficiently good that he/she no longer needs a map, i.e. they have met the criteria set the child will be removed from the SEN/ Inclusion register but will continue to be monitored by the group tutor. If it appears that the Map has been effective but there is still concern, then a revised Provision Map may be drawn up and implemented, the child remaining at School Action. If the child’s progress at School Action has not been satisfactory after up to two reviews, then he/she may be moved to School Action Plus.
School Action Plus
At this step the school will call upon specialist support from outside agencies or specialist trained teachers such as:
- Speech and Language Therapy Department;
- Special Educational Needs Support Service (SENSS)
- County Psychological Service;
- School Medical Officer;
- DASP Behavioural Support Teachers, Speech and Language therapist, School nurse therapist.
- RSA SpLD qualified teachers.
It is triggered by the decision taken either at a School Action review or after the INCO, in consultation with the Headteacher and following discussions with the Group Tutor and child’s parents, considers that earlier intervention by outside agencies or specialist teachers is necessary immediately.
The INCO will draw together the information required at School Action Plus, will gather the reports of any reviews that have been held, and consult the external agency to be involved.
The INCO, the Group Tutor and the support services will draw up an IEP and the parents will be informed. The IEP will be implemented and, after an agreed time, progress will be reviewed. As a result of the review the child may revert to School Action or continue at School Action Plus with a revised IEP.
Statements
In a few cases as a result of a decision made at a School Action Plus review or when the Headteacher, in consultation with the INCO and Educational Psychologist, deems it necessary, perhaps as a result of reports received about the child or a sudden change in the child’s mobility, sensory perception or mental ability an assessment of Special Educational Needs may be sought from the LEA.
The INCO will present all the evidence collected at School Action & Action Plus to the Headteacher for submission to the LEA and consult the parents about the action being taken. The LEA then decide if a detailed assessment of the child’s needs is required. It is only carried out if the school cannot provide all the help that the child needs. The LEA will consider very carefully the child’s progress at school and the guidance in the SEN code of practice. Following an assessment if the LEA decide that the child needs it they will write a statement of special educational needs called a ‘Statement’. The school will be guided by LEA advice and the advice of the Educational Psychologist as to whether to carry out an assessment or not or to Statement or not.
Identification of Special Educational Needs
At the beginning of each academic year all children are monitored through the use of standardised tests and SEN pupils are identified. For Year 5 entrants the results from these tests will supplement the information gathered by the INCO during visits to ‘feeder’ First Schools.
Each term children with SEN are monitored through the use of standardised tests.
Standardised Tests used:
1. Year 5
(a) NFER-Nelson Group Reading Test 9-14 done in yr4.
(b) Parallel Spelling to establish S.A.2. Years 5,6,7,8
(a) Parallel Spelling Test in September and July.3. Years 5,6,7,8 SEN pupils – Vernon Spelling Test (S.A.) and Salford A Reading Test (R.A.) Boxall profile by all nurture group children.
4. CATs are also taken in the first term of each year by all children in Years 5 & 7.
5. All Year 6 – SATs, Year 5, 7 & 8 – QCA tests.
All teachers and tutors are expected to inform the INCO of those children whom they consider have special needs, including those with emotional, physical and behavioural problems. There is a referral sheet available for this purpose.
Monitoring of pupil progress - (As identified on the school's Target Setting Policy)
The INCO will organise the collection of relevant data to
- Analyse performance data to guide colleagues on setting realistic and challenging attainment and progress targets for each SEN pupil;
- Monitor progress of pupils towards the targets at the middle and end of each academic year;
- Evaluate outcomes with reference where relevant to local and national comparative data.
This information can then be used annually to complete the school’s Inclusion Sef.
Working with Other Schools
Before children start in Year 5 at St Mary’s, the INCO visits all the feeder schools to meet SEN pupils, discuss issues with the teachers and collect records.The most vulnerable children are offered a series of after school clubs at St Mary’s to build confidence. When a child who has been on another school’s SEN register arrives at this school, his/her SEN records form the basis of the SEN provision made for him/her.
When a pupil leaves St Mary’s, all his/her SEN records are part of the package which is forwarded to the next school. The INCO or SEN teacher meets with the SENCO at the Dorchester Thomas Hardye School in order to discuss all SEN pupils who are moving on. Additional visits for Year 8 SEN pupils are often arranged with the Thomas Hardye SENCO in order that these pupils can meet both with the SENCO and also with the TAs to see the facilities and provision made for them. All children leave with a detailed pen profile they have written and a passport to use in class.
The INCO meets termly with the other SENCO's from DASP, to discuss new initiatives, to develop consistency across the partnership and to offer support to one another.
Training of Staff
In principle, SEN training for all the staff is encouraged. This may include “in-house” training at staff meetings and training days, on occasions bringing in experts; “twilight”, day-time and residential courses; visits to other establishments and distance learning. It also includes learning support staff as well as teachers. In practice, it is recognised that there are finite limitations of time and money for training, and the needs of other curriculum areas also have to be considered.
The training of staff for SEN is discussed annually by the Headteacher and the INCO. The needs of the staff with regard to SEN are considered along with the other needs of the school in the light of the School Development Plan and as much appropriate training as possible provided, within the available resources.
Evaluation and Reviewing this Policy
The INCO and SEN Governor will review this policy each year. They will seek to ascertain:
- whether staff have been able to carry out the policy without undue difficulty;
- whether the years' stated objectives have been achieved;
- whether SEN pupils are making the expected progress in relation to their targets and in line with the school's targeting policy;
- whether, within the resources available, staff believe that all children with SEN are receiving the help they need according to the stated objectives for that year;
- whether staff believe they have the equipment necessary for teaching the children with SEN in their care;
- whether parents of children with SEN believe their children’s educational needs are being met through questionnaires and interviews;
- whether parents and staff believe they are working in partnership for the benefit of the child;
- whether children are happy with the SEN provision being made for them;
- whether the record keeping system has been effective; and
- what new objectives there should be for the following year.
- whether the SEN budget has been used effectively to raise standards.
The criteria for determining the success of the policy will be whether the findings indicate progress towards the achievement of the aims stated earlier and whether the years' objectives are being met. The School ’s Inclusion SEF report will now be used to answer the above questions and this will be completed in the Autumn term as part of the review cycle.
The INCO will present the years SEF to the School Governors in the Spring term each year.
Admissions
Children with or without SEN will be admitted to St. Mary’s School in accordance with the published admissions policy.
Complaints Procedure
If parents are not satisfied with the SEN provision being made for their child, they should talk initially to the INCO who will, if necessary, contact the Headteacher, other relevant staff, and any outside agencies involved.
If the matter relates to the operation of this policy and cannot be satisfactorily resolved, then the parents should address their concerns, in writing, to the Governor taking a particular interest in SEN matters.
If the concern relates to assessments or Statement decisions taken by the LEA, and agreement cannot be reached in discussion with the appropriate officer from the Pupil & Parent Services Section, Education Dept., then parents have the right of appeal to an SEN Tribunal.
Annual SEN Report for Parents
Report on Provision for Children with Special Educational Needs (SEN) 2008 - 2009.
At the end of last Summer Term there were 96 children on the SEN register, approximately 19.54% of the school.
The exact numbers at each graduation of the new SEN Code of Practice were:
61 School Action
28 School Action Plus
5 Statemented
Children with Special Educational Needs benefited last year from additional help both in class and through specialist teaching. The amount of additional teaching an individual received varied from 15 minutes to 2 hours according to their need.
Mrs. N. Hill taught children in all year groups last year and has continued to concentrate on teaching and developing programmes for pupils with specific learning needs following her RSA qualification. Mrs. J. Thomas has mainly concentrated on teaching Year 5 pupils, developing in particular spelling and reading skills. Further information on provisions made in the school for new yr5 SEN students can be found on the school website.
The school also funded 30 hours of Teaching Assistant time for individual Statemented pupils, due to devolved funding for Statemented pupils, with high incidence needs. The schools SEN funding goes to pay for Teaching Assistant Salaries and to fund specialist teaching from SENSS and from within the school. The LEA paid for 70 hours for three pupils with low incidence needs.
Over the last year the Learning Support (LS) Department has worked on improving the support for the most vulnerable groups of children setting up a Nurture room the TLC 'Teaching and Learning Centre' providing breakfast and lunch clubs as well as more consistant support. Other department initiatives included improving planning through the use of provision maps and developing wave 3 intervention in maths.
LS staff have been involved in further training e.g. All Teaching Assistants have attended training on Speech and Language, SEAL, Diabetics training. Both Mrs J Thomas and Mrs N Hill have attended County organised SEN briefings and Learning networks and Mrs J Thomas has continued to be a county consultant SENCO.
Future initiatives include, continuing to look at ways of making St Mary's a more inclusive school looking particularly at making sure all lessons are accessible to all children , improving standards for all groups of vulnerable children through full staff training and improved planning. We are also working towards the Dorset Inclusion Quality Mark for the school through combined good practice.
We continue to welcome phone calls and informal meetings with parents to offer advice, support or to answer queries. Parent clinics continue and run on the first Tuesday of each month from 4.00 – 5.00 p.m. Please telephone to make an appointment. We are also always available at parent’s evenings. Any parent interested in SEN provision or Inclusion issues in general are invited to request from the school a copy of the SEN policy or Inclusion policy they can be viewed on the school web site along with other SEN information. Can we also mention the Dorset Parent Partnership service that provide neutral advice and support should you need it.
We are also keen for parent helpers to come forward and work with us. (Full training is offered.)
Joanna Thomas
School Procedure for Pupils with Disabilities
St.Mary's Middle School is an inclusive school that has a policy of fully integrating disabled pupils, whenever possible, into the full curriculum, and school life as a whole. The Learning Support team work closely with outside agencies, teachers and parents to ensure that all pupils have Equality of Opportunities.
Whilst the school has some good wheelchair facilities to enable physical
access to the building there are still two mobile classrooms and the school
changing rooms which are inaccessible. Alternative changing provision
is available in the disabled toilet or medical room.
The school's developing Accessibility Plan and Diability Equality Scheme sets down further improvements
in order to make the school as fully accessible as possible in the future.
It has been reviewed November 2009 and will be reviewed yearly and reported on this website. Any parents are welcome to volunteer to
help with this process and we would be particularly interested to hear
from and involve people with disabilities or parents who have experience
which would be helpful.