SEND Information Report
St Thomas’ SEND Intent Statement
At St Thomas’ CE Primary School we recognise that all pupils are entitled to quality provision that will enable them to believe to achieve and reach their potential. We believe providing all children with a universal offer as well as early intervention and individualised support, where appropriate. We have high expectations and work in partnership with agencies in order to provide a positive and inclusive educational experience for all our pupils including those with a special educational need or disability.
We strive to ensure that all pupils, regardless of their specific needs make the best possible progress. We are committed to equality and aim for every pupil to fulfil their potential no matter what their needs. St Thomas’ is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.
We take pride in being an inclusive and nurturing school. All pupils follow the EYFS Curriculum/National Curriculum at a level and a pace that is appropriate to their abilities. We believe in early intervention and aim to identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional).
At St Thomas’, our aims are:
- To make suitable provision for children with SEND to fully develop their abilities, interests and skills and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities in order to promote the highest levels of achievement.
- To promote self -esteem and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
There are now four broad areas of SEND, these are:
This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
Sensory Room and Intervention Area