Inclusion

All children have an equal entitlement to an outstanding Early Years Curriculum regardless of gender, race, culture, religion, disability and special or medical needs. Each learner is an individual and we use a child centered approach to adapting our teaching to meet their individual needs.

We make the following alterations to the curriculum to ensure all pupils needs are met:

• Adapting our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson.

• Adapting our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, visual cues to accompany verbal instructions.

We use the NASEN ‘Teacher Handbook: SEND’ (2024) to further inform our inclusive practice by considering specific adaptations for each curriculum area

SEND

Here at Gisburn Primary School, we follow the EYFSP handbook in supporting children with SEND. Teachers must have regard to the SEND Code of Practice when supporting children with SEND. This outlines the four-stage process of ‘assess, plan, do, review’ to identify and support children with SEND. Children develop and learn at different rates. A delay in learning and development may or may not indicate that a child has SEND. With extra support to make progress many children can catch up with their peers. Therefore, it is important to identify any developmental delay early so that a targeted plan to support the child’s future learning and development can be developed and the appropriate support can be put in place. Teachers are proactive in drawing on the professional expertise of others early on if they identify concerns and teachers in school setting seek advice and guidance from the school SENCo in the first instance, if they are concerned that a child has a SEND. The school’s SENCo is familiar with local authority guidance on reasonable adjustments and ordinarily available provision, as well as local arrangements for getting additional advice and support where necessary, including from speech and language therapists or educational psychologists. These specialists may be able to offer more specific guidance and support.