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At the Gorse Ride Schools we believe that children learn best when they feel happy, motivated and safe. We are committed to ensuring that all children receive the highest quality education and care, including those identified with additional needs. We pride ourselves on celebrating our children's diverse needs and tailoring their learning experiences to ensure that these needs are met.

Provision for children with additional needs is a matter for the school as a whole. All teachers are teachers of children with additional needs and Quality First Teaching is our first step in responding to them. At the heart of the work of every class is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements. For those children identified as having an additional need reasonable adjustments will be made to ensure they make good progress from their starting point.

As teachers are responsible and accountable for the progress and development of all the pupils in their class, reasonable adjustments will be made for individual pupils, as appropriate to their need, and support will be put in place for those that require it. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required.

We regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress through Intervention Review meetings and Panel meetings.


Aims and Objectives

We aim:

  • To identify as early as possible children who have Special Educational Needs and/or English as an additional language.

  • To plan individual programmes that have clear learning objectives and achievable outcomes, and are reviewed termly.

  • To liaise with parents twice a year through parents evenings, involving them as fully as possible in the process.

  • To liaise with other schools, support agencies, external agencies, and the LA when appropriate.

  • To ensure regular, accurate, moderated assessment takes place to ensure the planning of future provision and intervention is informed.

  • Ensure every learning environment meets the needs of the learners and provides access to effective and efficient resources.

Providing Support

If your child has been identified as having an additional educational need, they will be placed on the SEN Register and be given an IPP (Individual Provision Plan).  Every term the Class Teacher and Inclusion Manager will review and prepare an IPP for each child who has been identified as needing extra support .  The Plan will include specific programmes and targets to address individual needs and will include strategies to be used to help to meet the targets set. A copy of the Plan will be sent to the child's parents/carers.

During each term, on parent's evenings, parents/carers will be invited to discuss their child's progress and parent's views will be sought at the end of each term via a questionnaire. In addition, parents/carers may be invited to attend a special meeting with an outside agency if appropriate.

If your child has an additional need, most of their support will be provided within their classroom by the staff who work in their year group. On occasions, some children may be taken out of class for additional intervention sessions.

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The Local Offer 

The Local Offer gives children and young people from birth to 25 with special educational needs or disabilities and their families information about what support is available in the local area.   It will help parents, carers and young people to see clearly the range of services, support and information that are available in their local area and understand how to access them.

Our Parent Toolkit

We have put together a Parent Toolkit to provide parents with links to additional help, support and advice.  

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