Inclusion & Disabilities Offer
Our school is currently undertaking a review of The Special Educational Needs (SEN) practice with LA support to meet the new requirements for SEND (in line with the new SEND Code of Practice effective from 1 September 2014). To provide an improved, compliant policy we are committed to co-producing our policy with families, children and young people.
The staff and governors at Lambourn Primary School are proactive in promoting positive attitudes in children, staff, governors, families, students, volunteers and visitors so that our children can make choices, unhampered by expectations based on gender or role stereotyping. We seek to fulfil the aims of the school regardless of age, gender, ability, (both academic and physical), ethnic origin or socio-economic background of the child. The school adheres to the procedures as set in the Admissions Policy, which does not permit gender, race, colour or disability to be used as criteria for admission.
The school will liaise with the relevant external agencies when assessing the needs and providing for children admitted to the school with particular disabilities.
Disability Discrimination Act
At Lambourn Primary School, we are committed to providing a fully accessible environment which values, and includes, all pupils, staff, parents/carers and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are further committed to challenging attitudes about disability and accessibility and champion a culture of awareness, tolerance and inclusion.
Special Educational Needs
At Lambourn Primary School, the special needs of children are identified through observation, assessment and discussions with parents/carers/previous school records and health agencies e.g. GP, school nurse etc. Parents/carers are consulted at every stage and invited to attend meetings with the SENCO (Special Needs Coordinator) and support services.
The inclusion team regularly help teachers to assess children with learning needs, supporting pupils individually as well as work alongside class teachers and LSAs to plan suitable programmes of work and interventions.
If parents/carers, teachers, the Inclusion Team or Head teacher feel that the child’s needs require further advice and guidance from a specialist, a referral to the relevant agency will be made. Again, parents/carers will be consulted at every stage.
Occasionally, a child is issued with an Educational Health Plan. Very occasionally, the process may reveal that a child should attend a school where expert help is available to support their specific needs. However, the majority of children identified as having special needs are catered for by the school and such cases are usually short term.
A named governor is responsible for monitoring SEN provision and monitors through termly focus visits and reports to governors.
Able, Gifted and Talented Pupils
Lambourn Primary School is committed to providing education that ensures all pupils have the opportunity to fulfil their potential. We believe that pupils from any background can excel, regardless of ethnicity, home language, physical disability, or social circumstances. Lambourn Primary School aims to provide a curriculum that gives all children the chance to be the best they can be, whatever their talent or background. Staff recognise and support the needs of children in school who have been identified as ‘gifted’ and ‘talented’ according to national guidelines.
The Government defines ‘gifted and talented’ learners as,
‘Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop their abilities).’
At Lambourn the identification of Gifted and Talented pupils is a continuous, whole school process. The process is a fair one that acknowledges the full range of abilities. It does not discriminate against particular groups and is flexible to include learners who join through the academic year.
Effective provision for, and identification of, gifted and talented pupils is the responsibility of all teachers. With the support of the AG&T governor and other relevant staff, we ensure that a positive learning culture is rooted in the classroom and integral to mainstream, high quality day-to-day learning and teaching. It involves providing learning opportunities and focused teaching that builds on what pupils know and can do already and presents them with new challenges so that interests and intellect are stimulated and developed.
We also recognise that Gifted and Talented pupils may need different provision both within and beyond the framework of the National Curriculum and promote a climate which values excellence and success and offer a wide range of opportunities eg. after school clubs, specialist staff, external visits, home–school liaison etc
A named governor is responsible for monitoring AG&T provision through termly focus visits and reports to governors.
Under the Education Act 2002, (section 175), schools must make arrangements to safeguard, and promote the welfare of children. Parents/carers should know that the law, (Children Act, 1989), requires all school staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse.
In most instances, the staff will discuss any concerns with the parent/carer and where possible, seek their consent to a referral to social care. This will only be done where such discussion will not place the child at increased risk of significant harm.
The school will seek advice from Children’s Services when they have reasonable cause to suspect a child may be suffering, or be likely to suffer, significant harm.
Occasionally, concerns are passed on which are later shown to be unfounded. Parents/carers will appreciate that the designated person for child protection was carrying out their duties in accordance with the law and acting in the best interests of all children.
The designated Child Protection Officer in school is the Headteacher.
A named governor is responsible for monitoring Safeguarding provision, including procedures for Child Protection, through termly focus visits and reports to governors.