SEND at Grove Primary School
Throughout our school we pride ourselves on being an inclusive provision. We offer a broad and balanced curriculum for all children and recognise that adjustments to practice and specific support may be necessary to meet individual needs. We aim to create a learning environment which meets the needs of each child and our school team works to ensure that special educational needs are identified, assessed and appropriately met, enabling all children to have full access to all elements of our school curriculum.
We believe in working collaboratively to ensure every learner achieves their full potential and ensure that individual success is celebrated. The staff, governors, children and their families are committed to work together to create an inclusive environment where children can learn as individuals and develop their confidence and independence skills. We celebrate the differences between children and ensure that learning experiences and opportunities meet the needs of all.
If you have any concerns about your child’s learning please make an appointment to see your child’s class teacher or make an appointment with our SENDCo.
In March 2017 Ofsted reported:
“The leader for special educational needs has a growing understanding of the quality of provision across the school for pupils who have special educational needs and/or disabilities. She has improved the focus of planning and provision on pupils’ needs and is monitoring the use of funding for pupils who have special educational needs and/or disabilities. Funding is being used more effectively. This includes by deploying teaching assistants to support the changing needs of pupils."
It also stated that:
"The way in which teaching assistants are used has recently been reviewed, so that they support pupils with the greatest need. Where teaching assistants work with individual pupils who have special educational needs and/or disabilities, they skilfully support these pupils in small groups or within the classroom so that they can make progress in their learning that is comparable to that of their peers. "
It went on to say that:
"Parents are particularly positive about the newly established parent support group, which has involved parents working in partnership with the school to review individual support plans for their children. One parent described this by saying: ‘If there are any problems raised regarding my child with special educational needs, I have found [that] the school combat[s] them pro-actively and with the full involvement of myself and my husband, which helps to nurture a trusting and positive relationship.’