A pupil has special needs if he or she has a learning difficulty that calls for special educational provision to be made for him or her. This may mean that a pupil has a significantly greater difficulty in learning than the majority of pupils of the same age in Oxfordshire schools, or a disability that makes it hard for them to access facilities within the school.
Special educational provision means provision that is additional to or otherwise different from that which is made generally for pupils of the same age in other schools maintained by the LEA (Education Act 1996).
We at Southwold School believe that each pupil has individual and unique needs. However, some pupils require more support than others. If these pupils are to achieve their full potential, we must recognise this and plan accordingly. We acknowledge that a significant proportion of pupils will have special educational needs at some time in their school career. Many of these pupils may require help throughout their time in school, whilst others may need a little extra support for a short period to help overcome more temporary needs. Southwold School aims to provide all pupils with strategies for dealing with their needs in a supportive environment, and to give them meaningful access to the National Curriculum. In particular we aim:
Southwold School has adopted the Oxfordshire Dyslexia Policy.
The school has a Handling Policy, an Equal Opportunities Policy, a Behaviours for Learning Policy, and a policy for Teaching and Learning Styles. (These policies are available from the office on request.)
The Headteacher, Mrs Anna Ballance, has overall responsibility for the management of all spects of the school’s work including those with special educational needs.
Mrs Holly Atkinson assists the Headteacher as school Special Educational Needs Coordinator(SENCO) and takes responsibility for managing special needs provision across the whole school.
The Deputy Head , Mrs Gemma Penny has responsibility for helping to managing behaviour upport across the school.
The School Governing Body through the appointed SEN Governor, has responsibility for overseeing the SEN and Inclusion provision at Southwold School.
The Teaching Assistants and SENCO work as a team along with the staff, supporting children’s individual needs.
Southwold School follows the County’s admission policy, which is available in the school office.
At the time of entry to the school, a meeting for new parents and visits to the school are pre-arranged in order for the transition to run as smoothly as possible.
If outside agencies are supporting children and families, they will be involved in the early stages to assist in identifying the special requirements and resources.
Before a child is admitted to school we aim to ensure that any SEN have been identified and discussed, and supporting arrangements put in place. During the assessment period when a child first arrives in Nursery, the Nursery teacher, Miss Soley, along with our SENCO will identifying any child who may need additional support (using the Oxfordshire Moderation Handbook).
The school has a SEN Policy which is reviewed yearly and provides further details of the school’s provision for and support of pupils with SEN. This policy is available from the office on request.
Southwold is an inclusive school which means that all pupils are encouraged and enabled to participate in all activities both on and off the school site.
When pupils with disabilities join the school specific arrangements are put in place to ensure that they are suitably supported. There are meetings with advisors, the school nurse, parents and other appropriate school staff before the child starts school to ensure that the systems are in place, to ensure a smooth transition into school life. See the Special Needs Policy for the process of managing support during the school day.
Pupils with disabilities are nurtured and positively encouraged to join in activities and take lead roles in public performances and in responsible positions (e.g school council).
The school building, original and extension, are designed to accommodate children and adults with disabilities. The two-story extension has a chair lift which can carry a wheelchair. Ramps are in place where necessary ensuring the whole site is accessible to all. When a child with a disability is admitted to school the school takes account of the responsibilities placed on it by the Special Educational Needs and Disability Act 2001, and has produced a disability access plan to comply with the requirements of the Act.
The Governors carry out a yearly audit of accessibility to information, the curriculum as well as physical access to the school and this informs an Access Action Plan. This is available from the office on request.