Farsley Springbank Primary School has a named SENCO (Mrs S Grime) who has completed the National Award for SEN, and a named Governor responsible for SEN (Mrs K Quale). The SENCO is a member of the Senior Leadership Team and together they ensure that the Farsley Springbank Primary School Special Educational Needs policy works within the guidelines and inclusion policies of the SEND Code of Practice 2014, the Local Education Authority and other policies current within school.
Our aim is to equip children and staff with an awareness of our diverse society and to appreciate the value of differences. We believe that all children, at Springbank, should share an equal opportunity to attend mainstream school. We believe that school will educate and employ persons whatever their gender, colour, origin, culture, ability or disability.
The development of learning support for all children, including those with special needs is an essential part of our school ethos:
We have a highly inclusive ethos. All of our team share high expectations and aspirations for all of our pupils. We work hard to encourage every child in our school can achieve everything possible. Our focus is on early intervention, starting from the transition process into our school and on raising attainment in order to ‘close the gap’ as much as possible. We achieve this through responding to the individual needs of our learners by providing first quality teaching alongside carefully planned and targeted personalised interventions and catch up sessions. We ensure appropriate intervention and support is provided as soon as a need is identified. Our approach is flexible and creative, always aiming to enthuse and engage our learners as well as boost progress. We believe that emotional wellbeing is vital for children to flourish educationally and this is an integral part of our school ethos and SEND provision.
We fully acknowledge and believe this statement from the SEND Code of Practice 2014:
‘All children and young people are entitled to an education that enables them to make progress so that they:
• achieve their best
• become confident individuals living fulfilling lives, and
• make a successful transition into adulthood, whether into employment, further or higher education or training.’
(SEND Code of Practice, 2014)
Please find the full Special Educational Needs and Inclusion policy below.