SENDCo: Ms Alex Halsey firstname.lastname@example.org
All children are valued, respected and welcomed to the school whatever their additional educational need. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate.
We are well equipped to meet the needs of all children who come to St Andrew’s. We identify children with additional needs at an early stage and have an experienced Special Educational Needs Co-ordinator, Alex Halsey who is skilled at providing extra support for those who need it.
Alex and the class teacher will work together to create a Support Plan that will meet the needs of specific children. You will have the opportunity to meet with Alex and your child’s class teacher regularly to discuss their progress.
We also work closely with outside agencies and professionals who can offer advice and support such as: Educational Psychology Service, Speech Therapists, Educational Welfare Service, Hearing Impairment Service, Family Partnership Zone and Social Care Services. A copy of the Special Needs Policy is attached above.
Click here for information about the local offer. All local authorities must now develop and publish their Local Offer to explain what is available for children and young people with SEN and disabilities across education, health and social care.
The Head Teacher, Julie Simpson, is a Trauma and Mental Health in Schools UK Practitioner (TMiSUK) and we have a Teaching Assistant who has specific responsibility for supporting children with poor mental health. The support programmes for each child is designed around their individual needs and their progress is monitored using the ‘Motional’ programme.
We know that there has been increased recognition of the impact of social and emotional aspects of learning on academic attainment in schools. The Children Act 2004 (Every Child Matters) recognised that schools need to be concerned with the all round development of children.
All children should be nurtured in accordance with their individual needs. There will always be children and young people in schools facing life challenges that detract from their ability to engage with learning, and some will require greater support to increase their emotional literacy than others.
Honey and Florence, our ‘Therapy’ dogs.