At Coupe Green we endeavour to ensure that all children reach their full potential. This is achieved through providing provision to meet the children’s needs. The needs may be learning, behavioural, social/emotional, physical or concentration needs. In order to enable children with Special Educational Needs (SEN) to achieve their potential we aim to remove barriers to learning, enabling them to access the curriculum effectively.
At Coupe Green we:
* Use provision mapping to ensure that children with SEN get the support they need.
* Ensure that children with SEND engage in the activities of the school alongside pupils who do not have SEND.
* Designate a teacher to be responsible for co-ordinating SEND provision. The SENCO is currently Mrs Kelly Cooke. The member of the governing body with specific oversight of the school’s arrangements for SEND and disability is currently Mrs Amber Parkinson.
* Communicate clearly with parents when making special educational provision for a child, this includes setting individual targets. Parents and children are invited to school to share their views, identifying strengths and next steps for learning.
Some of the ways we cater for special needs are:
Providing SEN Support Plans designed to give specific targets for children identified as SEND to enable them to move forward. The targets identified on the plan are then planned and taught through provision mapping by both teachers and teaching assistants. These targets are reviewed and evaluated each term and shared with parents. Mrs Cooke, SENCO monitors the composition and implementation of the support plans.
For children with more complex needs, a co-ordinated assessment process and new 0-25 Education, Health and Care Plans (EHC Plan) are set up these replace statements. For those children who require a EHC an ‘All About Me’ document is completed, liaising with families and children. Specialist personalised learning programmes may be planned to support the EHC plans. This provision is recommended by Educational Psychologists or the IDSS team. We work collaboratively with parents, SENCO, Headteacher and class teacher to provide the appropriate support. Targets are time limited and monitored.
Provide nurture groups to support children who require social and emotional support.
Provide counselling for children identified by parents, carers or teachers.
Organise support staff in school to cater to children’s needs.
Timetable intervention which is mostly delivered by class teachers through intervention times and guided group work in lessons.
Providing resources to support learning, such as ICT resources, visual timetables and practical learning aids.
Liaise with specialist teachers to support intervention in school and make use of SEN intervention resources, such as IDL, a program designed to support children with dyslexia.
Please click here to view our SEN Report.
To find out more about how SEND provision and needs are identified in school please click here.