As with all of our students we believe that through learning together we can be the best that we can be. We believe all our pupils are of equal value and equal worth but some children will have special educational needs and disability (SEND) at some stage during their time at school. We are proud of the achievements of our pupils with Additional Needs.
St Peter’s supports inclusive education and will aim to educate students with SEND alongside their peers in mainstream education. Consideration will be given to the wishes of the parents/carers and the ability to meet those needs successfully. Age, gender, race, creed or individual needs do not constrain any entitlement. All students are entitled to be valued equally and must be educated to their full potential. The school’s Admission Policy reflects our statutory responsibilities to students with SEND as do specific Inclusion and SEND Policies. The school has an Access Plan to meet the requirements of the Equality Act.
Provisions for SEND students
Provisions for students with SEND are effective for all year groups and Key Stages. Thorough and careful planning ensures a smooth transition from Primary School for all our pupils. Pupils with Additional Needs are identified and records detailing specific additional needs or disabilities are attached to their transfer documents. During their time at St Peter’s School pupils’ needs continue to be identified using a range of assessments by individual subject teachers. When required specialist diagnostic tests are conducted by specialist teachers. When appropriate, external support services and agencies are invited in to give help and support to both staff and pupils.
Where students with SEND have been identified as meeting the criteria for being on the Code of Practice for SEN the school holds a register to ensure that purposeful action is taken. All pupils on this register will be the subject an of Advisory note giving clear guidance on individual need, target setting and additional support to ensure inclusion in all aspects of school life. These Advisory Notes are shared with parents and carers and are accessed by staff on the secure network. Where students with additional needs meet the criteria access arrangements for public examinations special arrangements are made. Where students are withdrawn on an individual basis or group basis in order to meet their additional needs, the fundamental principle of inclusion should be maintained.
Mr I Evans Senior Leader for Inclusion
Mrs A Richardson SENCO (Primary to Sixth Form)
Mrs C Wright Specialist Literacy Teacher