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Special Educational Needs & Disabilities
Dunton Green is proud to have a reputation as a highly inclusive school where all children, including those with special needs are integrated into all aspects of school life. The needs of these children are met through a close partnership between the class teacher, support staff, our Special Educational Needs and Disabilities (SEND) co-ordinator and parents.
Our highly experienced Teaching Assistants support individual children or small groups of children as recommended by the class teacher, including working with the many children on the SEND register that may have difficulties with speech and language, fine and gross motor skills or the acquisition of literacy/numeracy skills. In addition with a dedicated SEND teaching assistant who works across the school supporting our most vulnerable children.
Children are routinely screened for speech and language difficulties in reception class so that we are able to address issues quickly. Children can be dyslexia screened and support is put in place for those who are discovered to be at high risk, including engaging external agencies.
We involve outside agencies and therapists to acquire extra support for any children who have very specific needs. Regular meetings are held with parents and there is an “open door” policy so parents can discuss any concerns as they occur.
Intervention groups are ways of helping children with specific needs that might not always be able to be fully met within the classroom environment.
Mrs L Linkins is our SENDco, please call the school office on 01732 462221, should you wish to contact her.
What is SEND?
Nationally, Special Educational Needs are currently identified in four broad areas of need:
- Cognition and Learning
- Emotional, Social and Mental Health
- Communication and Interaction
- Sensory and Physical
The definition of SEND in the new Code of Practice is a child who has a learning difficulty or disability which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:
- Has a significantly greater difficulty in learning than the majority of others of the same age; or
- Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.
Under the new Code of Practice:
- SEND Support replaces School Action and School Action Plus
- EHCPs (Educational Health and Care Plans) replace Statements of Educational Need
This definition includes more children than many realise: "long term" is defined as a year or more and substantial is defined as more than minor or trivial. This definition includes sensory impairments such as those affecting sigh or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEND, but there is a significant overlap.