Morda CE School – Vision statement for SEN
At Morda Primary School we believe that it is important for all children to get the right support. ‘Children have a Special Educational Need (SEN) if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they: have a significantly greater difficulty in learning than the majority of children of the same age: or have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the Local Education Authority (LEA) Guided by our school value of ‘Fairness’, we support children with Special Educational Needs and Disability (SEND) from Reception through to Year 6, to have equal life chances across the four areas of: education, developing independence friendships, relationships and community inclusion maintaining good health.  Our school community is diverse, reflecting a wonderful mix of people who live in our catchment area. We strive to create a sense of community and belonging for all our pupils. We have an inclusive ethos with high expectations and tailored targets, a broad and balanced curriculum for all children and systems for early identification of barriers to learning and participation. 

At Morda, when we are concerned that a child may not be making expected progress in their learning, we intervene early to implement appropriate and effective support to overcome their barriers to learning. We show ‘Compassion’ and recognise that children with SEN are likely to need more support than others, while they are in school.

SEN support takes the form of a four-part cycle to enable us to develop a growing understanding of a pupil’s needs. This is known as our ‘Graduated Approach’.

1. Assess – Teachers identify the child’s ‘needs’ through assessing their learning - initially within the classroom setting.
2. Plan –Teachers and Teaching Assistants (TAs) plan the most effective interventions, in consultation with the pupil and their parents. At a class level, adjustments to lessons, interventions and TA support, are put in place.
3. Do – daily, the child is supported, encouraged to use ‘Growth Mindset’ strategies and show ‘Courage’, supported by staff.
4. ​Review – The impact of the intervention programme is evaluated and revised regularly considering the pupil’s progress and development. Some children are provided with more specialist help and support in school by specialist services commissioned to provide e.g. Play Therapy & Dyslexia Tutoring. We co-operate closely with outside agencies e.g. Speech & Language Therapy & School Nursing Team to ensure that provision meets the needs of the child with SEN. 

​We link with other schools, special schools, voluntary organisations, health and social service departments and Shropshire LEA. We provide personalised transition support to SEN pupils moving on to their Secondary Schools. 
In a few cases if the child’s needs are severe and complex, a statutory assessment may be necessary. We use the LEA guidance to help make such decisions - an Education and Health Care plan may be issued by the authority.
 
At Morda, we work very hard to meet the different needs of all the children and their families. Some need a small helping hand and some understanding; others need a lot of care and support; everyone gets special treatment.

Useful Links:

Autism West Midlands