St Michael's provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children's diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the school.
These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional help or different help from that given to other children of the same age.
Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.
The Disability Discrimination Act identifies the fact that some pupils with disabilities may have learning difficulties that call for special educational provision. However, not all children defined as disabled will require this provision. A child with asthma or diabetes, for example, may not have special educational needs, but may still have rights under the Disability Discrimination Act. We will assess each child as required, and make the appropriate provision, based on their identified needs.
to create an environment that meets the special educational needs of each child;
to ensure that the special educational needs of children are identified, assessed and provided for;
to make clear the expectations of all partners in the process;
to identify the roles and responsibilities of staff in providing for children's special educational needs;
to enable all children to have full access to all elements of the school curriculum;
to ensure that parents are able to play their part in supporting their child's education;
to ensure that our children have a voice in this process.
We recognise and support the needs of those children in our school who have been identified as ‘more able’ and ‘talented’ according to our set criteria.
Accordingly we respect the rights of all children in our school, irrespective of differences in ability, to develop the knowledge, skills, understanding and attitudes that are necessary for their self-fulfilment and eventual development into active and responsible adults.