All have a right to quality education whatever their needs and disabilities. Our inclusive ethos is recognised by all who know the school and we work hard to ensure all children who need additional support to thrive are given the very best.  Our SENCo is Mrs Gorry who is  available through the school office for support and advice. You can find out more about how you can support your child's learning by clicking on the Learning tab above. 

In line with the SEND code of practice we work to ensure that 

• The views, wishes and feelings of the child and the child's parents are paramount
• The child and parents are provided with information and support to enable them to participate as fully as possible in decisions
• Support is provided to the child and parents in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes preparing them effectively for adulthood. 

SEND definition - A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.

Support in School 

All pupils needs will differ and fluctuate over time. During a child's school experience there may be times when they do not make expected progress for their age.  If this becomes the case the class teacher will use adaptive teaching methods to support children in their learning.  Adaptive teaching is the temporary use of small regular changes to teaching practise, this may include additional adult support, scaffolding of the learning tasks or additional resources these changes will take place with in the curriculum tasks for all children and in most cases this will enable pupils to make increased progress and this support can then be removed. 

Class teachers are best placed to understand pupils and their learning needs.  

There will be times when some children will continue to need additional support, this will be facilitated by complimenting high quality classroom teaching with carefully selected small group and one-to-one interventions, to address specific learning needs. 

The SEND Process 

All teachers and the headteacher monitor the progress of every child in school, the benefits of early identification are widely recognised and at the point of identifying a need, parents/carers will be invited in to discuss the need and associated support that the school would like to put in place. 

Graduated Response
(there is more information from Herefordshire local authority using the link button below ) 

Assess 
When the class teacher or parent identifies a barrier to learning they will work in partnership with the SENCo to establish and understand the need and to put effective strategies in place. 

NOTE - it is not the role of school to diagnose pupils that present with SEND.

Plan

In consultation with parents and any other agencies involved a CCP Child Centred Plan (IEP) will be written to ensure that all parties understand the specific targets and the support that will be put in place.  The child's views will be taken into account. 

Do

The CCP/(IEP) will be carried out and progress against the target will be monitored

Review

The plan will be reviewed a minimum of 3 times a year (October, February and May)  and meetings will be held with parents/carers to update them of the progress that has been made. 

Please see the links on the right-hand side of this page for more information on the SEND offer of Leintwardine Primary School and Herefordshire Local Authority