Special Educational Needs & Disabilities (SEND)


Overview

Our SEN team works very closely with all of the teaching staff and, as a result, are able to support children with a wide range of academic, physical, and social needs. This may be in the form of classroom-based support or withdrawn support, often in small group or one-to-one sessions, using resources from within the school and from the support services within the authority.

The school maintains very close working relationships with children, staff, parents, and other agencies. Indeed, partnership with parents is of the utmost importance. We encourage parents to discuss progress regularly with class teachers and with our special educational needs coordinator.

The school is proud of its ability to support children with a variety of special needs and has taken steps to ensure that all children are treated equally. As a result, the school is suitably equipped to deal with a wide range of individual needs. The school and the governing body regularly review its provision for children with special needs and ensure that its staff are well prepared and trained.

If you would like to discuss any issue regarding your child or special educational needs, please speak to our SEN manager, who will be happy to provide both information and support.

The Local Offer | Wiltshire County Council

The Wiltshire Local Offer provides information and guidance on services for children and young people, aged 0 to 25, with special educational needs and/or disabilities (SEND). This website contains information about education, health, social care, preparing for adulthood, and leisure. It is also your opportunity to provide feedback and help shape the future services.

The Wiltshire Parent Carer Council have also provided a guide for parents and carers who look after someone aged between 0 and 25 years old who is on the autism spectrum. You can find the guide here.

Updated: 18/09/2024 2.05 MB

The White Horse Federation's SEND Policy can be found on our Policies & Procedures page.


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