SEND Inclusion, Accessibility and Information Report

  • SEND Inclusion

    Rossmere Primary School is committed to inclusion. This means that where possible we endeavour to support children with special educational needs within our school, where all children get the same opportunities to learn and mix socially with each other.

    Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. The school aims to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.

    This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take account of their varied life experiences and needs. Children with special educational needs are in most cases catered for from within the normal resources of the school. If needed provision from the Local Authority may be sought, where deemed necessary.

    We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.

    This policy describes the way we meet the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.

    We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our Foundation and Key Stage 1 pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognise that there may be long or short term.

    At Rossmere Primary School we aim to identify these needs as they arise and provide teaching and learning contexts that enable every child to achieve his or her full potential.

    Rossmere sees the inclusion of children identified as having special educational needs as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community. We are moving from a SEND approach that locates a problem with the child to look at what additional provision we need to make for specific children.

    For more information please click here for the full SEND policy.

    Accessibility Plan 

    • The purpose of the Accessibility Plan

    The plan is to show how our educational setting intends, over time, to increase accessibility to the physical environment, the curriculum and written information so that all pupils with a disability can take full advantage of their education and associated opportunities.

    • Definition of Disability

    A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

    • Key Aims

    To increase and eventually ensure for pupils with a disability that they have: –

    1. total access to our setting’s environment, curriculum and information and – full participation in the school community.

    Please click here to access our Accessibility Plan.

    SEND Information Report 

    Our SEND Information Report offers information for parents, in a single place, which helps them to understand what services they and their family can expect from a range of local agencies – including their statutory entitlements.

    The changes in the Children and Families Bill affect the way children with special educational needs (SEN) are supported in schools. The new approach commenced in September 2014 and places pupils at the centre of planning. The key principles of the new legislation are:

    • Young people and their families should be involved in discussions about the support they need, so they can share their knowledge and feedback to the school on the young person’s progress.
    • Education, health and care plans (EHC) will replace statements of special educational needs. New assessments for additional educational needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years).
    • School Action and School Action Plus will cease and be replaced by a single school-based category for children who need extra specialist support.

    Click here to read the SEND Information Report 2023