Inclusion

At Caedmon Primary School, we are committed to providing an inclusive environment where every child feels valued, respected and supported to achieve their full potential. We recognise that children have different strengths, abilities and needs, and we work hard to ensure that all pupils can fully access school life and learning opportunities.

Our school site has been adapted to ensure accessibility for all pupils. Most external doors and all internal areas can be accessed by wheelchair users, and we have a disabled access toilet on site.

Areas of SEND Need

In line with the SEND Code of Practice, we recognise four broad areas of Special Educational Need:

Communication and Interaction

Children may experience difficulties with speech, language and communication or may have needs associated with Autism Spectrum Condition (ASC).

Cognition and Learning

Children may learn at a slower pace than their peers or have specific learning difficulties, such as dyslexia, dyscalculia or dyspraxia.

Social, Emotional and Mental Health (SEMH)

Some children may experience difficulties with emotional regulation, behaviour, social relationships, anxiety or other mental health needs that affect their learning.

Sensory and/or Physical Needs

Children may have a physical disability, hearing impairment, visual impairment or sensory processing difficulties that require additional support or adaptations.

We understand that every child is unique and may have needs across more than one area. Our staff work closely with families and external professionals to ensure that support is tailored to each child’s individual strengths and needs.

At our school, we are committed to identifying and supporting pupils with Special Educational Needs and Disabilities (SEND) as early as possible. We work closely with parents and carers to ensure every child receives the support they need to achieve their full potential.

If your child’s class teacher has concerns about their learning, development or wellbeing, they will contact you to discuss these concerns. The SENDCO (Special Educational Needs and Disabilities Coordinator), Miss Fellows, may also be involved in these discussions.

Likewise, if you have concerns about your child’s progress or feel they may have SEND, please speak to your child’s class teacher or contact Miss Fellows.

The SEND Register

If a child needs SEND support that is different from or additional to the support provided for most pupils, they may be added to the school’s SEND Register. This helps to ensure that the right support is put in place, regularly monitored and reviewed.

Our Graduated Approach

When a child requires additional support, we follow a graduated approach:

Assess

We identify areas where a child may need extra support through observation, assessment data and discussions with parents and staff.

Plan

A SEN Support Plan is developed, outlining:

  • The child’s strengths and areas of need
  • The support and interventions to be provided
  • The intended outcomes and targets

Do

The agreed support is put in place, which may include targeted interventions, additional resources, adapted teaching strategies, or personalised programmes tailored to the child’s individual needs.

Review

Progress is monitored regularly and SEN Support Plans are reviewed termly with parents, pupils and staff.

Working with External Professionals

Sometimes additional advice may be needed to better understand and support a child’s needs. With parental consent, we may seek support from a range of specialist services, including:

  • Educational Psychologists
  • Speech and Language Therapists
  • Specialist Teachers- ASD, SEMH and Learning
  • The Resource and Support Panel Service
  • Child and Adolescent Mental Health Services (CAMHS)
  • The Getting Help Team

Parents will always be consulted before any external professionals become involved.

Working Together

We believe that children achieve the best outcomes when school and home work together. Parents and carers are involved at every stage of the SEND process, helping us to make informed decisions about the support their child receives. At certain stages, a child’s teacher may design a programme of work or provision specific to the child’s individual needs.

The school’s SENDCO is Miss M. Fellows, who can be contacted via our school office on (01642) 453187.

For further information on Redcar and Cleveland’s Local Offer and Services for children and young people with special educational needs (SEN) and/or disabilities, please go to Local Offer – SEND | Redcar & Cleveland: Information Directory