Statement on Special Educational Needs

We, at Stoke Row School, believe that every child has individual and unique needs.  We also recognise that, in order to achieve their full potential, some children will require additional support.  We understand that some pupils will have special educational needs at some point in their school career. Many of these pupils may require help throughout their time in school, whilst others may need a little extra support for a short period to help overcome more temporary needs. Stoke Row aims to equip all pupils with strategies for dealing with their needs in a nurturing environment which recognises that, with effort and perseverance, they can succeed.  We also provide our pupils with meaningful access to the national curriculum so that they can develop a love of learning. We aim to embed a culture of high expectations so that all pupils can achieve their potential. Alongside this, we recognise the importance of developing independent working strategies in order to prepare the children for their educational journey.

Any personalised provision is designed to reflect and foster our core values of:

kindness, respect, perseverance, excellence and achievement

 

Our special education needs co-ordinator (SENCo) is: Miss Rachel Doe  

She can be contacted on : 01491 680 720

Our governor with responsibility for SEN is: Mr Ryan Bradley

 

The following documents detail the provision for special educational needs at Stoke Row including access to external support agencies.

SRS SEN-information-report 2017

Stoke Row Primary School Special Education Needs Policy 2017

Governors Annual SEN Report-2016/2017

Stoke Row Primary School Safeguarding and Child Protection (including missing children) Policy 

 

The Ofsted inspector in 2014 noted the following is relation to SEN;

All members of staff promote positive relationships with pupils and parents.” The pupil premium grant is used creatively to provide effective academic and personal support for pupils who are eligible for it. One-to-one tuition for individuals to support their reading and mathematics has resulted in accelerated progress for many pupils. Similarly, providing horse-riding lessons to build self-esteem has resulted in positive feedback from pupils and improved attendance” 

“Care and support provided for disabled pupils and those with specific educational needs is good. The special educational needs coordinator (SENCo) has a thorough understanding of the needs of each pupil on the register. She carefully considers the progress they make and how best to support them. She has trained the teaching assistants effectively. As a result of the training on open-ended questioning, teaching assistants now ask questions which encourage pupils to think carefully and explain their reasoning.”

“ Teachers, with support from the SENCo, plan lessons and teaching carefully to make sure these help all pupils to learn well, including those with special educational needs who need extra help. An example of this is in the Year 1 and 2 classes, where the teacher routinely puts reminders on each table to help pupils to know what to do next. As a result, pupils with special educational needs make good progress.”

“ The progress of pupils with a special educational need is checked carefully and effective support is put in place to accelerate learning. These pupils make good progress from their starting points and often catch up with other pupils, despite some pupils being off school for extended periods due to medical issues.”

The school also has a number of exceptionally able pupils, identified by their high standard of achievement in specific curriculum areas. These pupils may also need some special provision so that they can continue to make progress and enjoy school. This is typically provided through the differentiated class work but they may also be given extension work and open-ended learning activities, through challenge programmes, in order to further extend their abilities.