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SEN & Disabilities
We embrace the fact that every child is different. Therefore, we make every effort to meet the needs of any child, regardless of aptitude, ability or special need. We work alongside families and professionals with the expectation of giving all pupils access to the curriculum and wider school experience, alongside their peers.
Our Inclusion team work closely with teachers to identify pupils’ needs and assess which interventions or specialist support may be required. We monitor pupils’ progress using the “assess, plan, do, review” model which ensures support remains pitched at the current needs of the child.
We want pupils with additional needs to receive the same high quality teaching input from a class teacher as their peers. Therefore, our first priority is to aim for excellent classroom teaching that enables pupils with SEND to achieve success alongside their peers. Our classroom expectations and routines are designed to reduce distractions, maximise learning time, and break learning down into small steps, all of which enable pupils with SEND to focus and make progress.
Our teachers are supported to understand how best to teach responsively and will adapt explanations and resources to support the learning of individual pupils as necessary. We know sometimes pupils may need additional intervention to support them to keep up or catch up with their peers. We manage this carefully to ensure pupils have maximum contact with skilled teaching staff and minimise time away from the classroom, which can cause them to fall behind in other areas of the curriculum or feel a disconnect from their peers.
Our SEND Report sets out how we meet the wide-ranging needs of pupils with special educational needs and disabilities. In this document, you should find answers to any questions that you may have about SEND at Elstow School.
Should you have any further questions about SEND at Elstow School, please feel free to contact our SENCO:
Vicky Maples