Here is some brief information on SEND at Clarendon Infant’s School. You will find further details in other areas on our website, such as under policies and individual class pages. If you can’t find what you are looking for, or would like more detailed information, please contact the school or email:
Our Special Needs Co-ordinator, (SENCo) is Mrs. Riordan who is also our Nursery teacher. She is supported by Mrs. Sullivan, our Speech and Language Teaching assistant, who works exclusively with children who have Speech and Language needs. In addition, there are many teaching assistants with in the classrooms who have a named pupil or who have expertise in other areas. The school also has a pastoral lead and also a trained ELSA, who support children with varied needs, often over lapping with the SEND umbrella.
What are Special Educational Needs and Disabilities?
A child may be described as having SEND if they have a learning difficulty or disability that means they require extra support that is different or additional to other children of the same age. We value inclusion at Clarendon and celebrate the success of each child, supporting them to achieve the best they can. Our policies for SEND and equality can be seen below.
What happens next?
Once a concern has been raised about a child, we work together to identify all issues. This may be a result of information received from a previous school, from parents or teachers working with the child. Then staff will target individual needs and aim to close the gap between the current level and the expected for that child. Further support from outside agencies, such as Speech and Language may also be requested.
Details of the pathway of a typical child identified with SEND can seen below in our policy.
SEND and our Curriculum
Each child is different and they will receive the support they need to access and get the most from our curriculum. In the first instance, this will be Quality First Teaching in the classroom from teachers and Teaching Assistants. It may also include basic differentiation of tasks or equipment or support from other adults, such as our Speech and Language teaching assistant. Some children may require additional support and may have Support Plans or an Educational Health and Care Plan. Whatever level of support they require, their progress and needs are monitored and reviewed, being adapted as required. Close links are kept with parents to gain their insight and keep them informed of the progress. This may be informally at the school door, right through to more formal review meetings.
Help for parents
Here are some links to support for parents that you may find useful:
They offer a wide range of support and information from newsletter of events to support in finding other organisations that can work with you.
The following link takes you to copies of the policies mentioned above.