Our school promotes a ‘Character Education’ meaning that respect, care and nurture are at the heart of what we do – we accept each other and our differences, everyone is special and everyone has something to offer.
Green Lane Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils are supported to achieve the highest levels of success within the National Curriculum but we know there are times when modifications and extra help will be needed to achieve their full potential. When we reviewed our SEN support in July 2021 these were just some of the ways we identified that the school provided support to this group of children:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
We offer a wide variety of support depending on individual needs and assessments. We have a designated member of staff who is Special Educational Needs Coordinator. The SENCO makes reports to the Leadership Team and Governors. The SENCO attends training, network meetings and supports staff to enable them to make appropriate provision.
We have the support of qualified Speech and Language therapists. We also have a creative curriculum with particular focus on drama and speech, particularly so in EYFS and KS1.
We have strong links with the NHS through our school nurse as well as the Early Intervention Team and CAMHS.
Our school environment and curriculum is designed to provide opportunities for literacy. We have our own Phonics system in the Early Years and across Key Stage 1 and 2. We also involve parents so literacy is supported at home. We take an aspirational mastery approach to teaching with high challenge offered at every opportunity. Teaching Assistants provide support throughout the school. Our tracking system is rigorous and provides individualised assessment.
We provide access to an Educational Psychologist, who will conduct assessments on our behalf. Children have careful plans which are reviewed regularly termly. Provision Maps enable us to target support effectively. In more complex cases we work with parents on Education Health and Care plans. We have links with local community groups, organisations and local authority services through The Hub in Barnard Castle.
Teaching, Learning and the Curriculum
At Green Lane Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and character development. At times and when it is felt appropriate, modifications to the curriculum may be needed.
Teaching and learning for all pupils includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
We promote positive attitudes throughout our school learning about a variety of cultural, language and heritage backgrounds in the community and beyond. We use our vast outdoor space for lessons and are a Forest School, taking the learning outside as much as possible. We have a wide range of technology to support and aid teaching. We are also a lead school for High Force Education SCITT and this enhances what we can offer our pupils and ensures excellent practice every day as we are “teaching the teachers”.
Examples of how our curriculum and learning environment are adapted or made accessible for pupils with SEN include.
o Quality First Teaching with focused support to help children with identified needs access the learning for their year group;
o Specialist group support from outside agencies e.g. Speech and Language Therapy;
o Specific individual support for children whose learning needs are severe, complex and lifelong;
o Pastoral and well-being support;
o Access to a range of ICT and Technology, including our school IT Suite and iPads;
o Enrichment opportunities to stimulate and motivate learning;
o Assessment procedures that emphasise pupils’ strengths and achievements;
o Applications during national testing at Key Stage 2 to obtain additional time or support.
How we identify and assess children with special educational needs
Rigorous and effective assessment in school makes it possible for teachers to monitor every child’s progress over time. Our tracking system keeps valuable time lines and notes that are vital records. Open and transparent staff meetings ensure that staff have dialogue that connects children and their learning, including moderating against benchmarks. This helps in early identification and quick signposting if a child’s development in any area is less responsive.
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
As part of this approach, we will produce Short Notes and SEN Support Plans that describe the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan and we will access support from our school’s educational psychologist to support families when this is needed.
Full details can be found on the Local Offer website.
Staffing and any Specialist Qualifications/Expertise
The following staff have specialist qualifications:
- Mrs Nic Linsley (Deputy Headteacher) – National Award for SEN Co-ordination
- Mrs Helen Stannard (SENCO) – National Award for SEN Co-ordination
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.