SEND
Inclusion is fundamental to our beliefs and values at Royal Park Primary School. Our values of respect and equality underpin everything that we do and are visible in every member of the school community.
We understand that our children come to school with different experiences and challenges and learn in very different ways, however, we believe that nothing is a barrier to learning. Whether it be a special educational need, physical disability, English as an additional language or other factors, we provide all the support possible to ensure that children make good or better progress, meeting their potential in everything they do. Along with this, we work to ensure that all children leave us with strong moral values and the confidence to thrive in their bright futures.
Royal Park has a passionate and committed inclusion team that make it their core purpose to ensure that children with addition needs or challenges to learning get the very most out of their experiences at school. This includes team members who support those who are entitled to Pupil Premium funding, members who lead the provision for children with special educational needs and learning mentors who provide emotional support and nurture for vulnerable children, allowing all to access learning and the curriculum with confidence.
Through high-quality teaching, support, nurture and understanding, we believe that every child can achieve the extraordinary.
You can download our latest SEN information report in our policies section.
Patricia Cardoso Grace Stevens Gemma Bogazus
SENCO SEN Assistant Sunflowers teacher
Governors SEND Statement
Royal Park Primary School is an inclusive school offering a range of interventions for children and young people. These will differ according to age range. Some interventions will be offered to all children and some may only apply to children depending on their needs.
The well-being of every child is a key priority for our school. All staff are trained to provide a high standard of pastoral support. Members of staff are readily available for children who wish to discuss issues and concerns.
Relevant staff have paediatric first aid training and we have a medical needs policy in place.
All SEND provision is overseen by the Inclusion Leader and the Senior Leadership Team (SLT) in school. The Inclusion Leader monitors, reviews and evaluates all SEND provision on a regular basis throughout the year and reports to the school governing body on how individual needs are being met and SEND funding and funding for inclusion is being spent.
All children are treated as individuals and the class teacher, alongside other support staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resource. Clear support plans (formally Individual Education Plans) are put in place and reviewed termly with evidence gathered of impact of the interventions used. Key assessments are then made to ensure children are on track to meet targets and that planning accurately addresses need. Progress and plans are regularly reviewed and evaluated to inform next steps.
Children need to be involved in setting their personal targets and reviewing their progress alongside teachers and support staff. Parents are vital partners in the child’s journey through school and are invited to attend termly review meetings of their child’s progress and are encouraged to engage in supported learning.
An appropriate and accessible learning environment is provided within school.
Staff in school are trained, and have worked alongside other professionals, to develop their skills, knowledge and expertise in specific areas of SEND e.g. speech and language, autism and physical disabilities.
Support is sought from other agencies where necessary in order to maximise learning potential e.g. Speech and Language Service, Occupational Health Service, School Nursing and local authority services e.g. Educational Psychologists
The schools policies on the website reflect the school’s commitment to inclusion, safety and well - being of inclusion.