children with special needs & disabilities
The school and Governors are required by law to make special educational provision for any child who has significantly greater difficulty in learning than most children of the same age. Such needs may include learning difficulties, physical disabilities, hearing or visual impairments, specific language needs or emotional and behavioural difficulties.
Our Special Educational Needs (or SEN) Policy is based upon guidelines from the SEN Code of Practice published by the Department for Children Schools and Families. Our aims are to ensure early identification and assessment of SEN in order to provide an appropriately tailored curriculum which is monitored carefully, alongside close liaison with parents and carers.
Class teachers are responsible for differentiating for the needs of children with SEN. It is the role of the Inclusion Manager to co-ordinate the provision of SEN and seek advice, where necessary, from those specialist support agencies, such as the Educational Psychologist for instance. The Inclusion Manager, Catherine Carr also links closely with Cathy Spencer, the Governor responsible for Special Needs, who can be contacted by parents via the school office.
Under the Disability Discrimination Act of 1995, each school is required to have an Accessibility Plan covering future actions for increasing access to the school by children with disabilities.
| HUNTER’S BAR INFANT SCHOOL ACCESSIBILITY PLAN 2008-9 |
| Priority |
Action |
Success Criteria |
Monitoring Strategy |
Status |
| Increase access to the school for those with disabilities |
Review disabilities for existing children |
- Existing disabilities are identified
- Priorities for reasonable adjustment are established
|
- Reviewed half termly in Pupil Progress and Provision Mapping meetings
- Feedback provide termly to Governors
|
On-going |
| Review current provision for existing children |
- Improve classroom environment to reduce noise for hearing impaired child
- Improve visibility to edge of all steps for child with visual impairment and poor balance
|
- Discussions with children and their parents
- School Action Review meetings
|
On-going |
| Review provision for parents with disabilities |
- Priorities for reasonable adjustment are established
- Review entry to premises
|
Discussions with and feedback from parent |
On-going and planned |
Details of existing facilities to assist access for those with disabilities are available from the school.
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