A child has special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. A child has a learning difficulty if they:-
 

• Have a significantly greater difficulty in learning than the majority of children of the same age

• Have a disability, which either prevents or hinders the child from making use of the educational facilities of a kind, provided for children of the same age in schools within the area of the local authority

Nationally, about 20% of children may have some form of special educational needs at some time.

 

Abbey Meads Community Primary School offers a full curriculum that is inclusive to all children, whatever their needs. The teaching staff work with The Blue Kite Academy Trust SEND team to ensure they support the children academically, physically and socially. The school maintains a very close working relationship with children, staff, parents and outside agencies. Staff are trained to deal with a wide range of individual needs and to ensure all children are treated equally. The school, in consultation with the Trust Inclusion Manager and Governing Body, will review the provision for children with SEND every year. Parents will always be closely involved in all aspects of special provision.The Special Educational Needs and Disabilities Coordinator (SEND) manages the support within the school. 

 

Mrs M Cunningham is the Special Educational Needs and Disabilities Coordinator. If you need to contact her, please email admin@abbeymeads.swindon.sch.uk and address the email for the attention of Mrs Cunningham.

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If you have any complaints about the support provided by the school, please refer to the school’s Complaint Policy.

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To view the Swindon Local Offer SEND website, please click here.

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Our school aims to:

• Understand that children may have complex needs – medical, physical, emotional and behavioural.

• Identify and meet the needs of all pupils who have special educational needs as early as possible.

• Consult with outside agencies about formal assessments and Education, Health and Care Plans when necessary.

• Work in partnership with parents to meet, discuss and address their child’s SEND requirements.

• Ensure that there is close co-operation between all agencies concerned and a multi-disciplinary approach is adopted.

• Adopt a staged approach through following the Code of Practice.

• Acknowledge the responsibility of all staff in the process of identifying a child’s SEND.

• Give all pupils equal access to a broad, balanced and relevant curriculum, including the Statutory Frameworks, which is differentiated to meet individual needs.

• Adequately resource children to meet their educational needs.

• Inform and liaise with the Governing Body.

• Monitor and review our procedures on a regular basis.

• Track children’s assessment progress