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Special Educational Needs (SEN) and Local Offer, Nurture and wellbeing support
Children can experience a Special Educational and social and emotional Need at some point in their school career. The 1981 Education Act placed the onus on Governors to ensure that the Special Educational Needs of children in the school are being met. The 1988 Education Act established the principle of entitlement of all children to a balanced and broadly based curriculum. All teachers have responsibility for addressing the special needs of their pupils working in partnership with parents.
Our Federation schools’ admissions policies recognise that all children should have equality of opportunity and, therefore, automatically all children will be considered for admission regardless of any disability.
Definition of Special Needs
Definitions of Special Educational Needs (SEN) taken from section 20 of the Children and Families Act 2014. A child or young person has SEN if they have a learning difficulty or disability, which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) Have a significantly greater difficulty in learning than the majority of others of the same age; or
b) Have a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught
School SEND information report Please click here to view.
Staffordshire Local Offer
Please click here to view
NURTURE AND EMOTIONAL WELLBEING
THE FOREST FAMILY AT NEEDWOOD AND ALL SAINTS RANGEMORE ARE PROUD TO BE ABLE TO OFFER TO OUR PUPILS A NURTURE AND WELLBEING FACILITY
We have a supportive, well trained staff and a dedicated nurture lead / fully qualified child behaviour coach for parents in school as well as several staff trained in mental health first aid for children and adults as well as a range or other training provision on an annual basis such as emotional coaching and mentally healthy classrooms.
We are a HOPE trained school (helping our pupils emotions) and have signed up for ELSA (Emotional literacy support assistant) this year.
We are able to support in house support and offer a range of signposting to services. The following outlines the support we offer. Click here
Click here for: MENTAL HEALTH HELPLINES
FRIENDSHIP ISSUES, WORRIES ABOUT MOVING UP TO ANOTHER CLASS, SELF ESTEEM, CONFIDENCE.
DEVELOPING GOOD SPORTSMANSHIP, SHARING AND SOCIAL SKILLS.
AT OTHER TIMES IT MAY BE MORE SPECIFIC: BEREAVEMENT, SEPARATION AND DIVORCE, ILLNESS.
IN ADDITION TO CHILDREN REFERRING THEMSELVES AND STAFF RECOMMENDATION WE OFFER SELF REFERRAL FROM ANY PARENT THAT FEELS THAT THIS HELP WOULD BE BENEFICIAL.
PLEASE ASK FOR A REFERRAL FORM AT THE OFFICE OR SPEAK TO OUR NURTURE LEADER.
ADDITIONALLY, WE HAVE A WELLBEING TEAM WHO CAN ALL ROVIDE AND SECURE THE BEST POSSIBLE FOR YOUR FAMILY AND CHILDREN.
Please click here to view our Federation accessibility plan.
SEN POLICY http://resources.jtmat.co.uk/policies/JTMAT-SENDPolicy.pdf
Dyslexia friendly status
In every school there are a significant number of pupils with dyslexia who need not only literacy programmes to improve their skills, but also a dyslexia friendly environment in which to gain confidence and develop their abilities. The skills and strategies which dyslexic children need in order to learn can be taught. Strategies that are good for dyslexic learners are good for everyone. A whole school approach underpins success for pupils with dyslexia.
We make provision for dyslexic pupils on the SEN register and provide programmes of support where necessary. Many strategies which are already in place, effective learning, formative assessment, cursive handwriting are ways in which we are helping to develop dyslexic learners and make our school dyslexia friendly. The aim of the school is to continue this good practice and, as part of a continuing programme of staff development, offer further advice about how to achieve a dyslexia friendly learning environment.
All Saints Church of England (C) Primary School holds the Dyslexia Friendly level 1 status.
Needwood Church of England (C) Primary School holds the Full Dyslexia Friendly status.