Our SEN Provision

There are four broad areas of special educational need, these are: 

  • Communication and Interaction
    This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
  • Cognition and Learning
    This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
  • Social, Emotional and Mental Health Difficulties
    This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
  • Sensory and/or Physical Difficulties
    This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
The kinds of SEN that are provided for

At Newton Hall Infants’ School, we have experience of supporting children and young people with a wide range of need including:

  • General learning difficulties
  • Speech and language difficulties
  • Behavioural difficulties
  • Social and emotional needs
  • Autism
  • Down Syndrome
  • Gross and Fine Motor Needs
  • Sensory Processing Needs
  • Hearing Impairments
  • Visual Impairments
  • Physical Disability
  • Attention Deficit Hyperactivity Disorder (ADHD)

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

Our approach to teaching children & young people with SEN

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.

The Curriculum also included the social aspects that are essential for lifelong learning, personal growth and development of independence.

Newton Hall Infants’ School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. The curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the Early Years Foundation Stage and the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. By encouraging independence at all age and ability levels we endeavour to develop confidence, improve self-esteem and promote enthusiasm in all our pupils through a rich stimulating environment.

How we adapt the curriculum and learning environment for children & young people with SEN

We adapt the curriculum and learning environment for pupils with SEN:

We believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Some of the actions we may take to achieve this are:

  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have, for example providing a visual time table so that children with social communication difficulties can understand the daily routine.
  • Modify the curriculum to meet individual needs, for example showing children visual prompts so that they can understand instructions.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, through sharing good practice in staff meeting times.
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum. Children with high needs can be provided with their own box of resources for example a sensory box to support sensory or emotional needs.

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.

How we identify, assess and review children with special educational needs?

We adapt the curriculum and learning environment for pupils with SEN:

We believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Some of the actions we may take to achieve this are:

  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have, for example providing a visual time table so that children with social communication difficulties can understand the daily routine.
  • Modify the curriculum to meet individual needs, for example showing children visual prompts so that they can understand instructions.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, through sharing good practice in staff meeting times.
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum. Children with high needs can be provided with their own box of resources for example a sensory box to support sensory or emotional needs.

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the School Policies section of our website.

How children with SEN engage in all activities?

We enable all children to engage fully in all aspects of school life. To do this, we:

We do our best to ensure that all children can access all things as best we can; we do not see SEND as a barrier to accessing the full curriculum. We are prepared to seek advice, resources, equipment and training when needed in order to provide quality-learning experiences for our children.

How we evaluate the effectiveness of SEN provision

We continuously ensure the provision has a positive impact on the outcomes for all of our children/young people. We do this in a variety of ways, including:

  • Robust evaluation of policy and practice
  • Book scrutinies
  • SENCO/SLT/Governor monitoring
  • Learning walks
  • Performance management
  • Feedback from parents
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Privacy Policy

We regard your privacy as important and any personal information you give to us will be used in accordance with the Data Protection Act and the General Data Protection Regulations.

We do not store personal information about individuals who visit this site except where they provide contact information via our contact us page and contact forms available on various pages throughout the website.

Any information you provide will only be used for the reasons specified and it will not be shared with any third party without your consent, unless required by law.

Your contact details are kept securely and are only accessed by authorised members of staff as part of the provision of school services. If you do not wish us to keep this contact information please tell us.

This website uses Google Analytics which provides statistical data about the usage of the site. This information is not used to identify individuals, but is collected to provide us with an understanding of the areas of interest on our site and how our site is being used.

If you are connected to the internet you will have an IP Address. This may take the form of a figure, such as 333.333.22.1. The address will be automatically collected and logged as part of the connection of your computer to our web server and may be used to determine the total number of visits to each part of the site. This data is not collected and used for other purposes.

This website contains links to other websites. The School is not responsible for the privacy practices of other sites or organisations and recommends you consult the privacy information on those sites.

This policy will be reviewed and updated versions will be posted on the website.

If you have any questions about the use of your personal information, the Information Commissioner is the independent regulator for both Data Protection and Freedom of Information.

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