SEN Provision

There are four broad areas of special educational need, these are: 

• Communication and Interaction
  This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
• Cognition and Learning
  This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
• Social, Emotional and Mental Health Difficulties
  This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
• Sensory and/or Physical Difficulties
  This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

The kinds of SEN that are provided for:

At Walworth School, we have experience of supporting children and young people with all four areas of SEND, however we are predominantly a specialist provision that supports children with Social, Emotional and Mental Health Difficulties (SEMH).

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

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. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.

The Curriculum also included the social aspects that are essential for lifelong learning, personal growth and development of independence.

At Walworth Primary School, we would like to see that all the children have the opportunity to develop to their fullest potential academically, physically, morally, spiritually, socially and emotionally, enabling each child to grow in confidence and be able to fully participate in everything that goes on in the wider community with confidence.

As a community we recognise and place positive mental health and wellbeing at the centre of school life. Our Vision highlights the importance we place on supporting every child’s emotional wellbeing so that they can be listened too and are happy together and ready to learn.

“Supporting everyone’s emotional wellbeing and mental health, so that they can be listened to, are happy together and ready to learn”. 

We achieve this by:

• Providing quality first teaching (QFT) to enable children to acquire the skills, knowledge and concepts relevant to their future.
• Carefully planned differentiated learning opportunities, to allow all children to access curriculum outcomes.
• Promoting an ethos of care, mutual respect and support, where effort is valued and success celebrated.
• Enabling children to become active, responsible and caring members of the school and wider community.

Teaching, learning and delivery

At Walworth Primary school we believe that effective teaching involves teachers and Learning Support Assistant (LSA):

• Forming positive relationships with the children in their class and other members of the school community;
• Planning lessons effectively, taking into account children’s prior learning and current assessments.
• Ensuring that lessons are appropriately differentiated in order that the lessons consolidate, build upon and extend learning for all children;
• Demonstrating high expectations for attitudes towards learning, standards of work and social behaviours;
• Ensuring that effective direction and support is given in order that the children make good or better progress;
• Demonstrating secure subject and pedagogical knowledge in order to broaden children’s knowledge and understanding;
• Applying a range of teaching styles which appropriately match the children’s learning styles in order to sustain their concentration, motivation and application;
• Developing and maintaining a safe, secure and inspiring classroom and learning environments
• Effectively assessing and monitoring children’s progress in order that they can extend children’s learning both within individual lessons and over time;
• Using practical resources well to support children’s learning;
• Using technology safely and effectively in order to support children’s learning and with reference to e-safety policy.
• Developing the range of reading skills required to access all the curriculum effectively;
• Using questioning effectively to ensure depth of knowledge and understanding is secure and provides appropriate level of challenge.
• Using a range of interventions to target identified children, where gaps in their learning are evident.

We feel that children’s learning, within the school, is maximised to its full potential when all children:

• Have a clear direction and are praised for all the positive things that they do;
• Are actively involved in their learning at an appropriate level to match their learning needs;
• Are appropriately challenged with learning experiences which are relevant to their lives and interests and are inspiring, motivating and engaging;
• Participate in  learning which encompasses the values and skills of the school in aiding their development as future citizens;
• Are working in an environment which is safe, caring, supportive, stimulating which celebrates their achievements.
• Involving parents / carers to take an interest in their child learning by encouraging parental partnership and providing them with the necessary information.

How we adapt the curriculum and learning environment for children & young people with SEN

We adapt the curriculum and learning environment for pupils with SEN:

For all children, we aim to provide:

• Access to a varied and stimulating curriculum which is relevant to the needs of the children.
• Different teaching approaches based on the needs of the children.
• Hands on learning and as many school trips as we possibly can.
• A range of technology to support and aid teaching.
• Opportunities for small group and independent work.
• Opportunities to develop self-esteem, independent learning, involvement in decision making and problem solving.
• One or more teaching assistant in every class.

For some children we will:

• Provide additional targeted support e.g. phonics groups using the Rapid Phonics, Nessy, 1:1 Phonics and Literacy Intervention; Comprehension and Reading Groups; Handwriting and Movement Groups; Rapid Maths Intervention and Year 2 and 6 1:1 SATs after school tutorial revision.

We provide access to a supportive environment.

• All resources are available to the children. The children are encouraged to use them in their own time.
• Resources are up to date and iPads are used across the school.
• We have the support of a range of professionals including speech and language support, occupational therapy support and we have links to the NHS and Medical Professionals such as CAMHS Clinical psychologist and specialist nurses.

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.

How we identify, assess and review children with special educational needs