SEN Provision at Springfield
SEN (Special Educational Needs) provision at Springfield Primary School is designed to ensure that all children, regardless of their individual challenges, have access to a supportive and inclusive learning environment. This provision typically begins with high-quality, differentiated classroom teaching taiilored to meet the diverse needs of learners. When additonal support is required, schools may implement targeted interventions such as small group work, enhanced adult ratio, or the use of specialist resources and strategies. A key figure in this process is the SENCO (Special Educational Needs Coordinator), who oversees the planning and delivery of support, liases with external professionals, and works closely with families to create individual support plans. Primary schools also prioritise early identification of needs, regular progress reviews, and inclusive practices that promote the social, emotional, and academic development of all children.
Springfield Primary School is committed to providing inclusive education for all pupils, including those with Special Educatonal Needs and Disabilities (SEND). The school's approach aligns with the SEND Code of Practice, ensuring that every child has access to the National Curriculum at a level and pace appropriate to their abilities. When necessary, modifications to the curriculum are implemented to meet individual needs.
Key Aspects of SEND Provision at Springfield Primary School:
- Inclusive Curriculum Access. All pupils are ensured access to the school curriculum and activities, with adjustments made to accomodate individual needs.
- Early Identification: The school emphasizes the early identification of children requiring special consideration, whether educational, social, physical, or emotional.
- Personalised Support: Tailored support plans are developed, focusing on helping pupils achieve their best, gain confidence, and improve self-esteem.
- Collaborative Approach: There is a strong partnership with parents, carers, pupils, and external agencies to provide comprehensive support.
- Staff Awareness and Training: Teaching staff are made aware of and trained to be sensitive to teh needs of all pupils, adapting teaching methods accordingly.
- Regular Review: Policies and practices are regularly reviewed to ensure the best outcomes for pupils with SEND.
Additionally, Springfield Primary School offers alternative curriculum provisions, such as "Busy Bees" and "The Rainforest", designed for pupils with specific barriers to learning, including SEND, behavioral, and emotional challenges. These provisions aim to enable effective engagement with the curriculum.
Inclusive Classroom practice
Our curriculum is adapted, designed, and developed with the aim that all children - including those with SEND - recieve an ambitious education that complies with the Equality Act 2010 and the SEND Regulations 2014.
Springfield Primary School ensures learning is accessible, adjustments are proactive, and provision is tailored so every child can thrive.
Ambitious and Inclusive Curriculum
- The curriculum is carefully designed so that all children, including those with SEND, can access a broad, balanced, and rich learning experience.
- It sets high expectations for every pupil, aiming for them to achieve their full potential and prepare for adulthood.
- Schools use differentation, scaffolding, and adapted resources to ensure pupils with SEND can work towards the same ambitious end points as their peers, wherever possible.
Adaptation, Design & Development
- Curriculum planning identifies potential barriers to learning early, so adaptations can be made (e.e. alternative formats, assistive technology, visual aids, simplified language).
- Teachers personalise learning through:
- Pre-teaching key concepts
- Breaking learning into smaller steps
- Flexible grouping
- Multi-sensory approaches
- Modified assessment methods to capture progress
- Springfield Primary School and GLF academy regularly review and refine their curriculum to ensure it remains responsive to the evolving needs of SEND pupils.
Compliance with the Equality Act 2010
- Under the Equality Act 2010, schools have a duty to make reasonable adjustments so disabled pupils are not disadvantaged.
- The curriculum is designed to eliminate discrimination, advance equality of opportunity, and foster good relations.
- This means anticipating need (not just reacting) and embedding inclusive practices across all subjects and activities.
Compliance with SEND Regulations 2014
- The curriculum is designed in line with the SEND Code of Practice (2015), which stems from the Children and Families Act 2014 and it's regulations.
- Schools:
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- Use a graduated approach (Assess, Plan, Do, Review) to tailor curriculum delivery.
- Ensure parents and pupils are involved in curriculum planning decisions.
- Link curriculum adaptations to Education, Health and Care Plans (EHCPs) or SEN Support Plans, aligning provision with specific outcomes.
Promoting Participation & Reducing Barriers
- The curriculum supports full participation in school life, including trips, clubs, and performances.
- Staff are trained to understand SEND and how to remove barriers to learning in the curriculum.
- Curriculum materials are audited for accessibility (e.e for pupils with visual or hearing impairments, autism, physical disabilities)
Miss Kirsty Seagrove is the school Inclusion Leader and Assistant Head. She is responsible for the overall co-ordination of our SEND provision and can be contacted via kirsty.seagrove@springfield.surrey.sch.uk.
Please contact the school office if you would like to make an appointment with Miss Seagrove.
