How We Meet Our Children’s Needs
Stratford upon-Avon Primary School embraces an inclusive school, recognising each child as a unique individual with distinct needs and aspirations. Our commitment involves early identification, targeted learning delivery, and ensuring that every student achieves their full potential across personal, social, emotional, and academic dimensions of the curriculum. This dedication extends to all children, irrespective of their gender, ethnicity, social background, religion, physical ability, or educational requirements.
During their educational journey, some children may require additional support. Our initial line of assistance comes from our skilled class teachers, who are well-positioned to understand each child's needs. They engage in planning activities, offer tailored learning strategies, create timetables, deliver high-quality lessons and adaptations, and continually assess progress to facilitate each child's development and success. The SEN team and teaching staff collaboratively respond to children' needs through a variety of carefully tailored interventions.
In certain cases, a student may exhibit more defined additional needs in areas such as:
- Communication and Interaction
- Cognitive and Learning
- Behavioural, Emotional, and Social Development
- Sensory and/or Physical
For children with additional needs, close collaboration with parents/carers is essential, and, when appropriate, the views of the student are sought. Termly meetings with parents/carers/children are held to identify barriers to learning and agree on targeted interventions. Individual Education Plans (IEP) are created and reviewed termly.
Provision may also involve seeking advice from external partnerships to identify appropriate additional support. Stratford upon-Avon Primary School receives support from various external agencies, including:
- Educational Psychologists (EP)
- Speech and Language Therapists (SALT)
- Early Intervention Service (EIS)
- Family Information Services (FIS)
- Child and Adolescent Mental Health Services (CAMHS)
- Counselling Services – Time for Hope
- School Nurse
- Parenting Project
- Occupational Health and Physiotherapy
- SEND Support Team
- Inclusion Specialist Teacher Service
These services play a crucial role in supporting and enhancing our ability to provide additional expertise.
For children with complex SEND, the frequency of such provision may lead to the school applying for additional funding to support the child. Children with more pronounced needs receive support in accordance with their Statement of Additional Learning Needs or their Education, Health, and Care Plan. Further information about the EHCP process can be found below.
We are a PINs Project School!
Partnership for Inclusion of Neurodiversity in Schools (PINS)
The Partnership for Inclusion of Neurodiversity in Schools (PINS) is a national programme running from April 2024 to March 2025 aiming to support the education and health needs of neurodiverse children in schools through partnership approach working with local authorities and parent carer forums.
The Partnership for Inclusion of Neurodiversity Project (PINS) has been developed around the key principles of:
- Whole School Approach
- Good quality training for staff
- Parents Supporting Parents groups
- Understanding students experience of schools
Partnerships for Inclusion of Neurodiversity in Schools (PINS) will bring health and education specialists and expert parent carers into mainstream primary settings to:
- help shape whole school SEND provision
- provide early interventions at a school level
- upskill school staff
- support strengthening of partnerships between schools and parent carers
The Partnerships for Inclusion of Neurodiversity in Schools project is testing a new model for supporting good outcomes in mainstream schools for Neurodiverse students and strength parent carer and school partnerships. The project will focus on strengthening knowledge, skills and improving environments to better meet the needs of neurodiverse children.
Dyslexia:
Neurodivergence:
PDA:
Dyscalculia:
