Special Educational Needs and Disability Information

Special Educational Needs Co-ordinator (SENCO): Mrs Kathryn Delaney

Our SENCO can be contacted via the school office: 01622 812569

Email: senco@mereworth.kent.sch.uk

 At Mereworth Community Primary School, we have high expectations for all the children that we teach regardless of their educational need. All children with SEND are treated as individuals and our staff and curriculum supports and enhances the learning of all the children in our care.

We are proud to be an inclusive school with our children being at the centre of all the decisions about their learning. We aim to prepare our children for each stage of their learning and transition between year groups and Key Stages, as well as onwards into the future. We are committed to making the appropriate provision for all our pupils and ensure inclusion. All our pupils have a right to full and equal access to the curriculum to enable them to reach their full potential.

It is the SENCO’s responsibility to ensure that provision is effective for all vulnerable children with SEND, have English as and Additional Language (EAL) and are Looked After Children (or previously Looked After Children) LAC.

Our percentage of children with SEND is above national average.

Supporting Children with SEND

At Mereworth Community Primary School we want all of our children to be challenged to meet their full potential. All our teachers are well trained in supporting the needs of children with SEND. This training is regularly updated.  Working closely together as a team, we ensure there is early identification of any needs and work closely with parents, children and professionals. We believe that this strong working relationship with parents and children is critical to all support given.

Children who have been identified as having additional support are included in the Class Provision Map. This identifies all the in-class support and interventions that are accessed by each child. Those children who have an EHCP or who are on a pathway for an EHCP have their own Personalised Provision Maps tailored to their needs and EHCP recommendations for support.

Our teaching staff have high expectations of all of the children in our care. Meetings are held termly to discuss children across the school in receipt of support, to identify those who require additional support. Personal targets are set that are achievable yet challenging and these are regularly reviewed in our Pupil Progress Meetings and through the ‘Graduated Approach’.

Interventions are run across the school by qualified members of staff, to complement the quality first teaching from the classroom. Interventions are ‘live’ and delivered daily to address any misconceptions, this then enables the children to continue to access the learning. Specific targets are timetabled on a weekly basis e.g. Lego Therapy.