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SEN & Inclusion

SEN

At St. Mary’s we recognise that every child is unique, every child learns in a different way and makes progress at his or her own rate. Knowing this, all our teachers aim to provide top quality teaching in their classrooms, varying their organisation to include whole class, small groups and individual teaching and learning. We plan a broad and balanced spiritual, academic, creative and social curriculum, that is relevant and differentiated so that  all pupils are enabled to achieve their full potential.

Each child is assessed regularly throughout the year and their progress is recorded and tracked. We aim to make an early identification of the social, emotional and educational needs of all pupils and respond to each child in ways which take account of their varied life experiences, learning styles and needs

Established Special Educational Needs processes and systems are of enormous importance in enabling to school to fulfil our commitment to inclusive teaching.

As such, the school's SEN processes underpin provision at all levels, and are carefully organized in order to enable the school to work productively and proactively with parents, carers, pupils and other professionals to ensure that investigation, diagnosis (of need), intervention and provision are personalized to each child as appropriate.

If you would like to find out more, please take a look at the information below. To discuss any concern that you may have about your own child's engagement or learning, please contact either your child’s class teacher, the school's Special Educational Needs Co-ordinator (SENCO) or Head Teacher as soon as possible. 

Inclusion

At St Mary’s we consider ourselves to be an inclusive school which provides and inclusive education. We consider ourselves to be a problem solving school where every member of staff is willing to take on and try out new approaches to help resolve difficulties that arise in school. We believe that educational inclusion is about equal opportunities for all learners.

We aim to promote pupil participation by providing a culture of listening to all our pupils’ views and providing opportunities for them to be included in the school and parish community and take part in and make decisions about their education. Half termly one to one mentoring sessions are part of this process and individualised PAM (Positive Assertive Mentoring) target sheets are shared with pupils and parents, to maximise understanding of learning targets and promote development of each child and an inclusive education. 

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Lynsie Tuplin,
26 Jan 2015, 09:27
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Lynsie Tuplin,
24 Sep 2016, 09:12
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Lynsie Tuplin,
19 Feb 2015, 04:00
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Lynsie Tuplin,
24 Sep 2016, 09:12
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