SEND at The Piggott School: Charvil Primary

Our approach to Special Educational Needs and Disabilities (SEND) is built upon our deeply held Christian values of Love and Respect. We believe that every child is unique.  Our commitment is to creating a truly inclusive learning environment where every member of our school community can flourish.

What is SEND?

A child is identified as having SEND if they require additional or adapted provision in order to access learning successfully compared to their peers. We are committed to identifying these needs early and putting effective support in place.

Our dedication to inclusion and equality is guided by our faith:

• We show respect for every child's individual needs, celebrating the differences that make them special. Every child's voice is heard, and they are respected as a vital member of our school family, reflecting the dignity we accord to all people.

• We are deeply committed to equality, ensuring that all our children can achieve their full potential. 

• Our curriculum is designed to be accessible and challenging for everyone. We adapt our teaching so that all children can achieve and move forward in their learning. We believe there should be no limits to what a child can accomplish; this belief reflects our aspiration that every child can shine the light within them.

• We work closely with children, parents, and specialist staff to provide the right support at the right time. Whether through additional support in the classroom, small group work, or specialist programmes. We help children overcome barriers to their learning and shine brightly.

We are dedicated to removing obstacles and building a supportive, exciting, and ambitious environment where every child thrives because they are known, loved, and respected.

Our Strategy for Support: The 'Assess, Plan, Do, Review' Cycle

When a child is identified as having SEND, we ensure their journey is supported, monitored, and collaborative through the continuous 'Assess, Plan, Do, Review' cycle:

1. Assess: Our initial step involves carefully assessing the child's needs to understand the specific barriers to their learning. This includes listening to the child, parents, and class teacher.

2. Plan: Based on this assessment, we plan the specific support and strategies required. These are recorded on Support plans detailing the targets and resources (the 'provision').

3. Do: The planned provision is then put into action by class teachers and support staff. This is where the strategies and specialist resources are implemented daily in the classroom and beyond.

4. Review: The progress and impact of the support are regularly reviewed with parents and the child. This monitoring process, led by the school’s Special Educational Needs Coordinator (SENCo), helps us determine what is working well and what needs to change, leading us back into the 'Assess' stage for continuous improvement.

External Agency Support: Where necessary to inform our plan, we request support from external agencies, such as Occupational Therapy or the Educational Psychology Service. Any advice received from these experts is promptly integrated into the pupil’s provision to ensure the best possible outcomes.

For more detail on how the school identifies and supports pupils with additional needs, please see our Local Offer, SEND Information Report, and SEND Policy, which are available on the school website.