Our vision for inclusion at St Paul's

“All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential.”

SEN Code of Practice (2015)

At St Paul’s, everyone is valued and we strive for our school community to flourish and achieve. We are committed to ensuring that all children reach their God given potential and become confident learners who believe in future possibilities and are ready to take the next steps in their journey. We understand that for children with additional needs, effective support and personalised provision is essential. Staff therefore work in partnership with pupils and parents to ensure effective assessing, planning, implementing and reviewing of the needs of every child in line with the SEND Code of Practice (2015).

Intent:

All children receive a high-quality and ambitious education regardless of need or disability.

All pupils are equipped with the tools needed to become independent, inquisitive learners both in and out of the classroom.

All staff are provided with high quality training relevant for the needs of the learners at St. Paul's.

Early identification and intervention ensures that progress of learners is maximised.

Pupils and parents feel they work in partnership with St. Paul's staff and external agencies to develop appropriate provision.

Implementation:

Pupils with SEN are provided with differentiated quality first teaching.

Pupils with SEN receive specific support tailored to their needs.

Every teacher is a teacher of SEN. Therefore staff at St. Paul's work with professionals such as Educational Psychologists, Speech and Language Therapists, Occupational Therapists, Specialist Advisory Teachers and the School Nursing Team to ensure best practice in supporting pupils with additional needs (cognition and learning needs; social, emotional and mental health needs; communication and interaction needs and sensory/physical needs).

Provision is reviewed regularly and discussed with pupils and parents.  

Impact:

Children feel happy, safe and respected.

Behaviour at St Paul’s is exemplary.

Children demonstrate high levels of engagement in their learning.

The gap in educational achievement between pupils with SEN and without SEN narrows.

We understand that there is a lot of information around Special Educational Needs and Disabilities (SEND). If you would like any further clarification, please contact our Aspiring SENCO (Miss Charlotte Wall).