- achieve their best
- become confident individuals living fulfilling lives
- make a successful transition into adulthood, whether into employment, further or higher education or training
We believe that all pupils with a SEND must have their needs recognised and assessed so that appropriate and timely intervention can be put in place. We strive to deliver a curriculum that provides suitable learning challenges to meet the diverse learning needs of all our pupils and we will do everything we can to remove any barriers.
Definition of Special Educational Needs or Disability
A pupil is defined as having SEND if they have a learning difficulty that calls for provision that is different from or additional to that normally available to pupils of the same age. A learning difficulty means that a child has significantly greater difficulty in learning than the majority of children of the same age; or, that the child has a disability, which hinders them from making use of educational facilities from those generally provided by schools for pupils of the same age, within the same area.
The Code of Practice (2014) provides an overview of the range of needs, which is divided into 4 broad areas:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties
- Sensory and or Physical Needs
Please see the ‘Graduated Response’ chart below for details about how we respond to concerns about a child potentially having a SEND.
Further information regarding SEND at Gorsey Bank can be found by consulting our SEND Policy, which outlines the process of what will happen if concerns are raised about a child having special educational needs and/or disability.
If you have any concerns about your child’s educational needs, the first point of contact is your child’s Class Teacher. The school’s SENDCo is Aimee Turrell who can be contacted on firstname.lastname@example.org.