My name is Tracy Macfarlane and I am the Special Educational Needs and Disabilities Co-ordinator (SENCO). I am a qualified teacher and hold the National Award for SEN Co-ordination.
My aim is to ensure that any Special Educational Needs or Disabilities a child may have are identified and then to ensure that as a school we do everything possible to break down barriers to learning and meet their specific needs. The staff here at Rosherville Church of England Primary Academy are extremely proud of our inclusive learning environment and our broad and balanced curriculum which aims to bring out the best in all learners.
Children are at the heart of all we do and I work in partnership with them, their parents or carers, school staff and any outside agencies that may be involved to ensure that they fulfil their potential and achieve their best while engaging fully in the activities of the school.
The majority of children will require some level of additional support during their time in school. This may include support for: specific areas of learning, speech and language, social and emotional and/or with a physical disability. For most children this support can be accommodated by changes in whole class provision or by short group or one to one interventions. Some children however will require different or additional provision and after discussions with parents/carers will be identified as having a Special Educational Need or Disability. For further information please see our Special Educational Needs and Disabilities Policy.
If you have any concerns about your child the best place to start is by talking to their Class Teacher who will know your child well. If you continue to have concerns I am happy to meet with you. I am usually in school every Wednesday but can be contacted at other times by email: email@example.com
We monitor the progress of all pupils six times a year to review their academic progress. We also use a range of assessments with all the pupils at various points e.g. Year 1 phonics screening, speech link, language link, spelling age, reading age and BEAM. Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up.
Some pupils may continue to make inadequate progress, despite high-quality teaching with targeted interventions addressing their areas of weakness. For these pupils, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty. A variety of strategies may be used including:
In class support
- quality first teaching
- full time teaching assistants in every class
- 1-1 assistants for children with education health plans
- quiet/sensory areas
- specialist equipment
- visual timetables
- task boards
- talking partners at primary
- precision teaching
- 1-1 reading
- daily boosters
- speech and language support
- Fizzy Fingers
- Lego therapy