Special Educational Needs and Disabilities (SEND)
At Portobello Primary School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. We aim to provide appropriate provision for children with learning difficulties and those who are ‘gifted and talented’.
On 1st September 2014, the Children and Families Act 2014 introduced a new framework for children with special educational needs and disabilities (SEND). All Local Authorities are required to publish information on ‘the Local Offer’ about all SEND services. For more information about the ways in which our school is supporting, monitoring andou can including children who have special needs, please see our SEND information report (below) and our policy, which you can find under the 'Our School' heading of the home page, within the policies bank.
Portobello Primary School – Our Offer
Headteacher: Mrs Jayne Humphreys
Special Educational Needs and Disabilities Co-ordinator (SENCo) – Mrs Carly Lockhart
Portobello Primary School aims for all children to be included regardless of whether they have special educational needs or not. We will provide equal opportunities for all children which will allow them to experience success and achievement and to reach their full potential.
The school has a stair lift, a disabled parking space, a disabled toilet, low kerbs and ramps to allow children with physical difficulties to access all areas of the school.
If you have any questions about our SEND Offer please contact the school and we will try our best to help you.
Statement of Intent for Supporting Equality
At Portobello Primary School we feel that we have a responsibility to increase each child’s knowledge, experience, and understanding as well as developing their capacity to learn. We recognise that for some children there may be more barriers to overcome in order for them to reach their full potential. The Head Teacher, Staff and Governors at Portobello are committed to the integration of children with special needs and helping them to succeed.
How we support SEN – Provision
Children have Special Educational Needs if they have a learning and or physical difficulty. This means that the child will need educational support, which is additional to, or different from, the provision made generally for children of the same age in a mainstream school. We ensure that we adapt our curriculum to meet the needs of every child and use different teaching styles to cater for the different ways in which children learn.
Children may have needs that fall within one area or have needs that fall across two or more areas and these will be recorded on the school’s SEN register. The nature and level of the needs will impact upon the child’s ability to function, learn and succeed. The identified areas of need are:
- communication and interaction
- cognition and learning
- behaviour, emotional and social development, and
- sensory and/or physical.
How do we identify and assess children with SEN?
Pupil assessment is an on-going process and forms an essential part of teaching and is designed to promote the raising of achievement. Pupil assessments provide important information for pupil review and support meetings and may also be used as a basis for an initial discussion with the SENCO. At Portobello Primary School we monitor the achievement and learning of all pupils on a daily basis. The tracking system is updated on a termly basis and after discussion in pupil progress meetings we identify pupils who are underachieving and may require some extra support. The data from tests as well as assessment of learning opportunities carried out by teachers regularly allows us to ensure that curriculum planning is differentiated to meet the needs of all pupils. Support may be provided by our intervention teachers or learning support assistants who will work with the children in small groups or on an individual basis depending upon needs.
How we consult with our SEN pupils
For children who are on the SEN register we write Individual Learning Plans for children at the beginning of each term. In the Autumn term the Individual Learning Plan is written based on discussions with the previous class teacher and the SENCO. In the Spring and Summer terms Individual Learning Plans are written in light of achievements the children have made in the previous term. Each Individual Learning Plan is reviewed at the end of each term in order to monitor the progress of all children with special educational needs. The targets on the Individual Learning Plans are shared with the children when they are written and reviewed with the children at the end of each term. Copies of Individual Learning Plans are given to parents at termly review meetings. For those children with a statement/single plan their progress is monitored as other children but we also host annual review meetings where we invite any outside agencies that are involved with the child as well as parents. As the child is the main focus in this meeting, we make sure we hold child centred reviews. This allows us to discuss any concerns or issues people may have and helps to monitor the progress of children who have a statement/single plan.
It is important to realise that there may be groups of children who require some intervention for a short period of time to boost their confidence, self esteem, emotional well being or achievement. They may receive intervention for a term or block of weeks. This does not automatically mean they have a Special Education Need as they may make the progress required in the intervention and therefore will no longer need the extra help. However there are some children who will receive additional help and are then identified as needing help that is additional to or different from the provision made generally for children of the same age in a mainstream school. We monitor the progress of these children carefully and track targets by keeping an “Additional Educational Need” register. This enables teachers to ensure lessons and interventions are planned with special and educational needs at the forefront of planning.
We will be adding further information to this section of our website as soon as it becomes available.
If you would like to discuss our Local Offer, have any further questions or require any additional information, please contact the school office to make an appointment on 0191 4104571.
At Portobello we are committed to ensure that every child achieves the best possible outcomes regardless of their ethnicity, gender, cultural background or learning need.
Our practices and procedures are embedded into school life to ensure pupils’ special educational needs are identified swiftly. We consider each of the pupils when planning and provide a curriculum which is accessible to all, whatever their individual needs. We acknowledge that some pupils require additional support to ensure access to a full curriculum and, where appropriate, a range of support strategies, including personalised curriculums, are implemented.
If additional specialist advice and support is necessary, we seek external agency support such as speech and language therapists, school nurse and educational psychologists. We are committed to effective collaboration between all agencies working with a child and a multi-disciplinary approach to meeting pupils’ special educational needs. All staff at Portobello are provided with training and support to develop and refine good practice when working with SEND pupils.
Our school recognises that many of its students, visitors and staff, whether disabled or otherwise, have individual needs when using the school and its facilities. In light of this we have the following available.
- Ramp access
- Disabled toilets
- Push pad entrance with automatic doors
- Stair lift
For further information please see our admissions statement and SEND policy.