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Pupil Support and Pastoral Care

Inclusion – Pupils with Special Educational Needs and Disabilities

The term Special Educational Needs’ has a statutory meaning as defined in the 1988 Education Act. The 1993 Act places a particular responsibility on schools to fulfil their duties. The needs of all pupils within the school who have special educational needs will be addressed. Such pupils will have the greatest possible access to a broad and balanced education including the National Curriculum.

The class teacher is responsible for providing most of the special needs teaching but when it is deemed more beneficial children may be withdrawn for help on an individual or group basis. When necessary, expert help from external sources may be called upon. For a very few pupils it may be necessary to proceed to the formal assessment stage which will involve the Local Education Authority. The school has a member of staff who is designated as the SENCO (Special Educational Needs Co-ordinator). Parents who have particular concerns are invited to meet with the SENCO.

 

More Able and Gifted Pupils

At Mayplace School it is recognised that all children have abilities, personal qualities and talents, which parents and teachers need to identify, nurture and develop. We believe that all children are entitled to a broad, balanced and relevant curriculum so that each individual has the opportunity to make the greatest possible progress.

At our school gifted pupils are regarded as those who are very able across a range of subjects and talented as those with a particular expertise, for example in music or sport. It is intended to refer to those functioning at a level beyond their age group and at the uppermost end of the ability range in general intellectual ability, high creativity, specific aptitude in one or more subjects, leadership and creative or performing arts.

 A variety of methods are used to make this identification: teacher observation, assessment information, checklists of characteristics, background knowledge, self and peer-group identification.  We will ensure appropriate material is provided to stretch interest and challenge the exceptionally able. Where appropriate the exceptionally able will have the opportunity to work in ability groups, work on an individual programme, work with older pupils, be acquainted with appropriate out-of-school activities, and experience a range of extra-curricular activities.

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