Our approach to teaching children & young people with SEN

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. 


At King Street Primary School, we are committed to developing and nurturing well-read, insightful, knowledgeable, inquisitive, imaginative, thoughtful and enthusiastic learners through the provision of a curriculum which is innovative, relevant, challenging, and carefully planned and sequenced.  From Early Years to Year 6, our curriculum is organised to challenge all of our children and to ensure that learning is revisited and retained over time. The development of language skills is extremely important and we provide lots of opportunities for talk, discussion and debate within our curriculum. The Curriculum also includes the social aspects that are essential for lifelong learning, personal growth and development of independence.


King Street Primary and Pre-School prides itself in being inclusive and will endeavour to support every child regardless of their level of need to reach their full potential.  All pupils follow the Early Years Foundation Stage Curriculum / National Curriculum at a level and pace that is appropriate to their abilities.  At times and when it is felt appropriate, adaptions to the curriculum maybe implemented.


To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure that all pupils have access to the full school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have
  • Ensure all staff have ambitious aspirations for all pupils
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Pupils to gain in confidence and improve their self-esteem.
  • To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, emotional or physical/sensory)
  • To make suitable provision for children with SEND to fully develop their abilities, interests and talents through access to the full curriculum and all after school club opportunities.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every child the entitlement to a sense of achievement.
  • To regularly review the policy, procedures and practice in order to achieve best practice.

How we support SEN

Special Educational Needs and/or a disability can affect many children throughout their school career and beyond. Whilst disabilities generally affect children long term, not all SEND difficulties should be seen as life-long. SEND is seen by our school as the child requiring provision that is additional to or different from the rest of the class. Here at King Street, we understand that every child is unique and a carefully planned approach is needed.


If a child is requiring additional provision, they will be added to our SEN register, following a discussion with their parents/carers. This could be for a short period or longer period of time, depending on how long the individual requires this level of support. Children’s needs will be reassessed regularly in order to ensure that the provision is having the maximum impact on the child’s learning and development.


Our SENCO oversees the operation of the SEN Policy and works alongside class teachers to coordinate provision for children with SEN.  The class teacher will plan for the child and use regular assessment to ensure that progress in every area is made. This is Quality First Teaching and is where the work is adapted to match the needs of all children, it comes in the form of a lesson rather than an intervention programme.


Alongside Quality First Teaching that your child will receive in lessons, there may be a Teaching Assistant (TA) working with your child, either individually or as part of a group, if required. Where possible, we endeavor to keep all children in the classroom. However, there may be occasions where children need to be taken out of class for a specific intervention. These are carefully organised to ensure all children have access to the full curriculum and are not taken out of the same lesson repeatedly.


Children at King Street that are receiving additional support and intervention programmes have an SEN Support Plan. Parents are invited into school to review and discuss support and progress with staff every term. The children also meet with their teacher or the SENCO to discuss their Support Plan. This allows the children to share their views and opinions and gives them ownership of their Support Plan.


For further information, please contact Mrs Kane, the SENCO, to discuss support in more detail.


How are the Governors involved and what is their responsibility?

The SENCo meets with the SEN Governor on a termly basis to discuss the provision in place for our pupils on the SEN register and the progress they are making. Learning walks are part of these meetings so she can see the provision in action and provide opportunities for her to talk to the children and staff where possible. We work together to evaluate the current provision and identify ways in which it could be improved further. She also ensures information published in our SEN Information Report and SEN Policy is accurate and adhered to. Confidentiality is maintained, however, data is shared to support discussions around funding arrangements and the SEND Notional Budget.  The governors agree priorities for spending and evaluate the impact of previous spending allocation. Key updates from the meetings between SENCo and SEN governor are then shared with the Full Governing Body.


If you would like to discuss your SEND requirements in detail please contact the SENCO or the Head Teacher to arrange an appointment.