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Special Educational Needs & Disability Information

St Alphege CE Infant School and Sunbeams Nursery are proud to be inclusive. Our policy is in line with the Code of Practice and Children and Families Act in 2014 and can be found on our website. The policy is reviewed annually by both staff and governors. The school Governors are aware of and respond to the relevant Disability Discrimination and Equality Acts and have a plan for Single Equality Scheme (within the School Development Plan) which is monitored by a group, which includes the Inclusion Leader; named Governor for Inclusion and other interested Governors and Parents.

Our school is a relatively new build with good access facilities. All ground floor classes have direct access to playground and entrances and covered areas for outside learning. There is a lift for access to the Year 2 classrooms upstairs. The school has toilet facilities with disabled access on both floors and shower provision on the lower floor. 

The school works closely with external professionals such as specialist teachers or an educational psychologist to ensure the best possible outcomes for our SEND pupils.

The school believes that its most valued resource is its staff and employ high quality teaching assistants to support early intervention and quality first teaching in the classroom. The school values CPD and all teaching assistants are proficient in offering a range of interventions. One of our teaching assistants is trained in supporting children with speech, language and communication needs and we also employ a qualified BSL signer and a Well-being and Learning Mentor.

The school has a very thorough and effective systems for transition which support all pupils either joining our school or moving onto the next phase of heir education.  We will work closely with you as a family to ensure your child has the best possible start to their education and continues to do so as they move through the school.

This is what Ofsted said about inclusion at our school.

"Leaders make effective use of the pupil premium and special educational needs funding to remove barriers to learning for vulnerable pupils and enable them to make rapid progress from their starting points."

"Pupils with SEN and/or disabilities make good progress from their starting points because teaching meets their needs well. In addition, teaching assistants skilfully tailor the work to the needs of individuals or groups of pupils so that they are able to learn the same topics as their peers."

"Teaching assistants work closely with teachers, and provide effective support to pupils who need to catch up and those who have SEN and/or disabilities. These pupils take part in the full curriculum and make good progress because of the well-targeted interventions and timely support that they receive."

 

Click here to see our SEND Policy.

Click here to see a glossary of terms for provision.

Click here to see a glossary of terms used for inclusion.

Click here to see our equality information and objectives statement.