At different times all children will have barriers to their learning, and we as a school community, actively seek to identify and overcome them so that children are able to reach their potential. The aims below are the key elements in making this possible:
- We will advocate for children and retain a clear focus on the importance of their learning, progress and achievement.
- We will work in partnership with parents and carers and recognise that it is the shared responsibility of all adults to support children in reaching their potential.
- We will actively engage with any and all agencies to secure support for children and families.
- We will always be aspirational and have high expectations of children, parents, carers, school staff, school governors and partners.
The barriers to learning that children face are wide ranging and sometimes complex. The list below is not exhaustive, and we will always seek to retain a solution focussed and innovative approach to all situations. The following are potential barriers to learning: Medical Needs, Additional Learning Needs (for example SEND), Attendance & Punctuality, and Readiness for Learning / Vulnerability.
The progress of children who have a Special Educational Need or Disability (SEND) will be monitored closely. SEND needs are wide ranging and are, in the first instance met in the classroom. When it is considered that a child’s needs are more significant, and outside agencies and support is sought (Special Educational Needs Support) parents and carers will be invited to termly review meetings. Until recently a child with very significant needs could be deemed by the Local Authority to have sufficient needs to merit a Statement of Educational Needs. From September 2014 this has been replaced by ‘Education, Health and Care Plans’ (EHC), which set out a child’s needs and how they should be met. This new approach is being phased in and parents and carers should discuss this with us if they feel it may be appropriate for their child.
Admission Arrangements for SEND
Admission to this school is determined by the criteria set out below:
Children who are looked after by the Local Authority;
Priority will be given to the admission of pupils’ resident within the school’s designated catchment area whose parents have expressed this preference if the admissions number of the school has not been exceeded.
In the event of over-subscription from within the school’s designated catchment area, the following sub-criteria will be applied to prioritise admissions: children recommended for admission on medical grounds, supported by a Medical Officer or psychological or Special Educational Needs reasons. These must be confirmed by the Local Authority’s professional advisers.
Pupils starting in FS1 are offered a taster session during the summer holidays prior to starting nursery. There is a comprehensive package for pupils joining the FS2. Pupils are visited in their nurseries and will meet their new teacher. Parents are invited to a meeting at Malin Bridge Primary School and pupils are invited to attend two ‘stay and play’ sessions during the Summer Term prior to pupils starting school in September. There is a phased starting program during September to allow a smooth transition into school.
Pupils joining or leaving Malin Bridge Primary School part way through the Primary stages have their information shared through transition sessions with the relevant SENCO/member of staff at their previous /destination school.
Pupils in Year six leaving for secondary school attend day visits prior to them leaving Malin Bridge Primary School at their allocated school. The SENCO/learning mentor also liaises with the secondary SENCO’s and passes on any relevant information. Pupils with significant needs will have a personalised transition package which may include additional visits.
The KS1 building is a one storey building which has wheelchair access and toilets. The buildings have shared playground facilities which are accessible for all to use, the playground space can be easily navigated in a wheelchair, with the exception of the walled garden area.
The KS2 building is a two storey building, with stone staircases to move between floors. There is not a lift on the site. The KS2 building does not have a wheelchair friendly access at present.
The nursery buildings both have disabled access and facilities.
Please find the Special Educational Needs (SEND) Information Report, SEND Policy and Accessibility Plan below. If you have any questions please do not hesitate to get in contact. Our Special Educational Needs Co-Ordinator (SENCo) is Sarah Collingham who is also part of our Senior Leadership Team.