SEN

Moreland Primary School, like all schools in Islington, is committed to meeting the needs of all pupils including those with special educational needs and disabilities (SEN).

Our expectation is that children and young people with SEN will receive an education that enables them to make progress so that they:

• achieve their best
• become confident individuals living fulfilling lives
• make a successful transition into adulthood, whether into employment, further or higher education or training

We will use our best endeavours to make sure that a pupil with SEN gets the support they need – this means doing everything we can to meet the pupils special educational needs.

About this Information Report

This report answers some of the most frequently asked questions about the school and special educational needs. The format and information in this report has been developed through:

• consultation with local parents and carers by Islington Council in April 2014
• ongoing feedback from parents and carers and school staff at Moreland Primary School

We will review and update this information report regularly to reflect changes and feedback. The date for the next annual review of this report is September 2019.

If you need any more information please see our SEN Policy or contact Sue Roberts on 0207 253 8144.

We consider our duties, under The Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 to make our curriculum accessible for those with disabilities of special educational needs.  Pupils receive a personalised curriculum which is relevant to their development and learning needs. The curriculum is planned and differentiated to meet the range of individual needs of all pupils. The curriculum is further modified on a short term planning basis to meet specific individual’s SEN including a clear pathway that illustrates and demonstrates the steps a pupil takes to overcome their challenges.  Our school has a clear approach to identifying and responding to SEN. We recognise the benefits of early identification – identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person. All our pupils have access to a broad and balanced curriculum. We set high expectations for every pupil, whatever their prior attainment. Teachers at our school use appropriate assessment to set targets which are deliberately ambitious. We identify potential areas of difficulty and ensure these are addressed at the outset. Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement. By planning this way, our pupils with SEN and disabilities are able to study the full national curriculum. Our school regularly reviews and evaluates the quality and breadth of the support we can offer or can access for children with SEN or disabilities. The quality of teaching for pupils with SEN, and the progress made by pupils, is a core part of our school’s performance management arrangements and internal tracking and monitoring.

Further details can be found in the following policies: