Learning Support and Special Educational Needs
At Windlesham School we understand that every child is unique. We promote inclusive practice by being responsive to every child’s needs.
Children make progress at different rates and have different ways in which they learn best. Teachers take account of this in the way they organise their lessons and teach; however, for some children there are occasions when further additional support may be needed to help them to achieve their potential.
Learning Support is managed by the Special Educational Needs Coordinator (SENCO). The SENCO works with teachers to set targets for children, plan provision and review progress. This includes specific strategies in class, extra resources such as the use of laptops, and small group intervention with the SENCO or a Teaching Assistant. The Lower School also has a dedicated Learning Support Teacher who works in class, with groups and individual children.
Special Educational Needs Support
At some point in their school life children may experience “significantly greater difficulty in learning than the majority of others of the same age.” (SEN Code of Practice, 2014), and as such would benefit from a higher level of support , i.e. SEN Support.
Our SENCO is responsible for the operation of the Special Educational Needs Policy and the co-ordination of specific provision to support individual children with SEN.
In doing so, the school will fulfil the statutory duties and best practice guidelines set out in the Department for Education Code of Practice for SEN.
As with Learning Support, the SENCO works with teachers, parents and outside practitioners to ensure children with SEN make excellent progress.
The SENCO also has contact with a range of external agencies that are able to give more specialised advice, such as Early Years Support Services, Speech and Language Therapists, Educational Psychologists and Counsellors.
At Windlesham School we embrace parents as partners in their child’s learning and development. Parents are invited to contribute towards setting targets and to monitor their child’s progress along with practitioners and the SENCO. Wherever possible, the child will also take part in the review process and be involved in setting the targets.