The quality of learning for pupils with SEN and/or disabilities is outstanding.’
Special educational provision is that which is additional to or different from the provision made generally for children of their age. It covers a wide range of needs including sensory impairment, physical difficulty, communication, learning and emotional and behavioural difficulties. A significant number of children may need special educational provision at some time during their school lives.
At Boldmere Schools, we continually monitor the achievement and attainment of our pupils, however, some children may fall significantly below our expected levels in one or more areas. These children may have special educational needs and will therefore need extra support. This may be due to a learning difficulty or a disability which can affect the progress they make. Children that have a special educational need at Boldmere Schools are identified and supported according to guidelines specified in the Special Needs Code of Practice.
Our SEND policy details how we aim to ensure that the necessary provision is made for any pupil that has SEND.
Parents and pupils will be involved and kept informed at every stage.
Mrs R Jones
SENDCo for Infants and the Juniors
Mrs C Fowles
Class Teacher, Inclusion and Pupil Premium Lead, RE and Collective Worship Leader
My name is Becky Jones and I am SENDCO across both Boldmere Infant and Nursery School and Boldmere Junior School. My role is to co-ordinate the SEN provision across the schools. I am also the Designated Teacher for Looked After Children (LAC).
SENDCO responsibilities include:
- Overseeing the day-to-day operation of the school’s SEND policy
- Co-ordinating provision for children with SEND
- Liaising with the relevant Designated Teacher where a looked after pupil has SEND
- Advising on the graduated approach to providing SEND support
- Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- Liaising with parents of pupils with SEND
- Liaising with other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
- Being a key point of contact with external agencies, especially the local authority and its support services
- Liaising between both schools and potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
- Working with the Executive Head Teacher, Head Teachers, SLT and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
Ensuring that the school keeps the records of all pupils with SEND up to date