SEN & Inclusion

Being an inclusive school means that we make sure that children with lots of different needs can come to our school and be fully included in school activities and can access the curriculum. We want all children to make good progress and achieve their full potential.  In September 2014, the new SEN Code of Practice became statutory.  As a result of this schools are required to publish the SEN Information Report which details how the school provides for children with Special Educational Needs.  To view our report, please click here.

Many children have special educational needs or difficulties. They may have social, emotional, learning, physical or sensory difficulties that make it harder for them to learn or access the curriculum.  Due to this they may need extra help or adjustments within the school or we may ask for further advice and support from outside agencies, to support with:

  • reading, writing or maths
  • speaking confidently or understanding 
  • relating to other people or interacting appropriately with them
  • children may have physical difficulties or hearing or sight problems, which mean that they need extra support or resources provided for them.

Many children are able to make better progress because teachers plan lessons carefully and make sure that they give children a range of materials to help them and extra support  in the classroom. Teachers look closely at how well the children in their class are doing and decide how best they can provide lessons that  will ensure that they make good progress.  Some children, who are not making expected progress,  may need extra help in a small group or individually or may need support with a particular subject, such as reading.  This extra support may only be needed for a certain amount of time but sometimes if a child is still not making good progress, different types of support may need to be tried. Advice and assessment may also be asked for from people outside the school, such as a specialist teacher, an educational psychologist or speech and language therapist.

 

What to do if you are concerned about your child.

It is important to identify any difficulties early on so that the right help and support can be put in place to help your child.

If you do have any worries you should first of all go to your child's class teacher, the SENCo or the headteacher.

Click here to view the 'Special Educational Needs (SEN): A guide for parents and carers' document for general guidance on Special Needs Provision.

Click here for information on what Stoke-on-Trent Local Authority is able to provide for children with Special Educational Needs.

 

Click here to view the Summerbank SEN report.

Click here to view the Summerbank SEN policy

 

 

SEN & Inclusion

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Being an inclusive school means that we make sure that children with lots of different needs can come to our school and be fully included in school activities and can access the curriculum. We want all children to make good progress and achieve their full potential.  In September 2014, the new SEN Code of Practice became statutory.  As a result of this schools are required to publish the SEN Information Report which details how the school provides for children with Special Educational Needs.  To view our report, please click here.

Many children have special educational needs or difficulties. They may have social, emotional, learning, physical or sensory difficulties that make it harder for them to learn or access the curriculum.  Due to this they may need extra help or adjustments within the school or we may ask for further advice and support from outside agencies, to support with:

  • reading, writing or maths
  • speaking confidently or understanding 
  • relating to other people or interacting appropriately with them
  • children may have physical difficulties or hearing or sight problems, which mean that they need extra support or resources provided for them.

Many children are able to make better progress because teachers plan lessons carefully and make sure that they give children a range of materials to help them and extra support  in the classroom. Teachers look closely at how well the children in their class are doing and decide how best they can provide lessons that  will ensure that they make good progress.  Some children, who are not making expected progress,  may need extra help in a small group or individually or may need support with a particular subject, such as reading.  This extra support may only be needed for a certain amount of time but sometimes if a child is still not making good progress, different types of support may need to be tried. Advice and assessment may also be asked for from people outside the school, such as a specialist teacher, an educational psychologist or speech and language therapist.

 

What to do if you are concerned about your child.

It is important to identify any difficulties early on so that the right help and support can be put in place to help your child.

If you do have any worries you should first of all go to your child's class teacher, the SENCo or the headteacher.

Click here to view the 'Special Educational Needs (SEN): A guide for parents and carers' document for general guidance on Special Needs Provision.

Click here for information on what Stoke-on-Trent Local Authority is able to provide for children with Special Educational Needs.

 

Click here to view the Summerbank SEN report.

Click here to view the Summerbank SEN policy

 

 

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