At Maple Tree Lower School, all pupils, regardless of their particular needs, are offered inclusive teaching, which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community. We offer a range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and health problems or sensory or physical needs. We have high expectations of all children and staff and we believe that it is the entitlement of all children to have the opportunity to achieve their full potential.
Maple Tree Lower School offers a range of support and interventions for children and young people. These will differ according to age range and the specific needs of individuals. Some interventions will be offered to all children and some may only apply to children with complex needs.
The well-being of every child is a key priority for our school. All staff are trained to provide a high standard of pastoral support. Members of staff are readily available for children who wish to discuss issues and concerns.
Relevant staff have paediatric first aid training and we have a medical needs policy in place.
All SEN provision is overseen by the Senior Leadership Team (SLT) in school and is coordinated by the Special Education Needs Coordinator (SENDCO). The SLT monitor, review and evaluate all SEN provision on a regular basis throughout the year and the SENDCO reports to the school governing body on how individual needs are being met and SEN funding, core blocks and funding for inclusion is being spent.
All children are treated as individuals and the class teacher, alongside other support staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resource. Clear inclusion plans (formally Individual Education Plans) are put in place and reviewed termly with evidence gathered of impact of the interventions used. Key assessments are then made to ensure children are on track to meet targets and that planning accurately addresses need. Progress and plans are regularly reviewed and evaluated to inform next steps.
Children need to be involved in setting their personal targets and reviewing their progress alongside teachers and support staff. Parents are vital partners in the child’s journey through school and are invited to attend review meetings during the year to discuss their child’s progress, update their inclusion plan and encourage their to engagement in supported learning. Where children have complex needs and have a Statement of Educational needs, there will also be an annual review.
An appropriate and accessible learning environment is provided within school.
Staff in school are trained, and have worked alongside other professionals, to develop their skills, knowledge and expertise in specific areas of SEN e.g. speech and language and autism.
Support is sought from other agencies where necessary in order to maximise learning potential e.g. Speech and Language Service, Occupational Health Service, School Nursing; local authority services e.g. Educational Psychologists and Jigsaw