Special Educational Needs & Disabilities

Willand School is committed to providing an appropriate and high quality education for all the children in our school.  We believe that all children, including those identified as having Special Educational Needs, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.

We believe that all children should be equally valued in school.  We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.

Children have Special Educational Needs if they have a learning or physical difficulty which calls for special education provision to be made for them which is in addition to or different from the differentiated curriculum plan.

Our school regards pupils as having SEN if they:

  • have a significantly greater difficulty in learning than the majority of pupils of the same age;
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the LEA

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

  • Teachers are aware of the importance of early identification and of providing for pupils with SEN whom they teach.
  • The views of the pupil are sought and taken into account.
  • Partnership with parents and carers plays a key role in supporting their child’s education and enabling them to achieve their potential. Our school will endeavour to support parents through the process of adjustment.
  • Pupils with SEN are offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Foundation Stage and the National Curriculum.
  • Pupils with SEN have full access to all school activities so far as it is reasonably practical and relates to the child’s needs.
  • We recognise the important role of external agencies being involved in meeting the needs of the pupil.
  • There is a smooth transition at each stage for the pupil from Foundation Stage to secondary transfer.

At Willand School we are committed to inclusion.  Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners.  We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.

A new SEN Code of Practice came into place for all schools and  Local Authorities in September 2014 and this is being referred to as the ‘Local Offer’. Details can be found here