A message from our SENCO:
Greetings from all of us in the Inclusion Team! We are thrilled and privileged to be able to work with wonderful colleagues, children and families here at Morgans, who all help us to create an inclusive, cooperative and nurturing environment.
Throughout my career as a classroom teacher, I have loved working with children with SEN and their families, and for a long time my ambition was to train to become a SENCO. I was able to fulfill my goal at Morgans Primary School and during my time here I have learnt a huge amount from my colleagues, the professionals with whom we liaise and, of course, the children! For me, the key to providing effective support for children with SEN, is for the adults working with them to communicate effectively, develop positive working relationships and provide clear routines and expectations, while being prepared to change practices in order to respond to emerging needs. It is my firm belief that children and their families need to receive clear information and useful guidance in order to feel empowered. By doing so, we can truly support children to be able to reach their full potential and to become happy, resilient and mindful young adults.
SEMH support worker, Ed Psych referral, ENF, EHCPs
Mrs Lisa Williams
SEMH support worker, Autism and Speech and Language Lead
Miss Lauren Whitaker
SEND Governor Ms Sue Jones
At Morgans Primary and Nursery School we have an Inclusion Team who are made up of professionals with the skills and expertise to help support our children and allow them to reach their full potential. As a team we meet regularly, discuss any pupils who have been identified as requiring additional support and endeavour to meet their needs and help them to progress. We work with our pupils therapeutically to meet their academic, social, emotional and mental health needs. We take a holistic view of developing all children and ensuring their wellbeing is optimum.
Pupils on SEND support are pupils with special educational needs and/or disabilities who may need help in school that is different or additional to the teaching that is provided to other pupils of the same age.
Statement from the SEND code of practice:
'A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.'
SEN guidance from the Department of Education found 7 ingredients of effective SEN support:
1. Inclusive culture, leadership and management
2. High quality teaching
3. Use of expertise
5. Flexible use of evidence-based strategies
6. Progress tracking
7. Communication and collaboration.
At Morgans we strive to achieve the above to meet the needs of our children with SEN.
1. We are a nurturing school with a therapeutic approach to developing our children and helping them reach their full potential. We understand inclusion as meaning giving children the experiences they need to succeed. Or leadership and management approach is inclusive in that our core vision, led throughout the school, is that of adjusting our approaches to be fully inclusive.
2. Our teachers deliver a high quality first teaching approach for all pupils including those with SEN. Our comprehensive professional development programme ensures teachers have a variety of quality teaching methods to meet the needs of all.
3. We have practitioners across the school with expertise in different aspects of child development and we use these colleagues strategically to help support teachers and pupils.
4. We adjust our teaching approaches and support packages to meet the individual needs and to engage, enable and empower each child. Our creative curriculum is designed to be personal by ensuring children are given a voice to develop it.
5. We use research to support our development as educators and guide and inform us with our strategies, support and intervention approaches.
6. We use Insight Tracker, pre and post assessment, AfL and ELG to help assess and track our pupils. Interventions are recorded and the impact of them are monitored and discussed in pupil progress meetings either half termly or termly depending on the intervention. All pupils progress is tracked by the class teachers and evidenced on our Insight software.
7. We meet regularly as colleagues to discuss the needs, concerns, progress and outcomes of pupils with SEN. We meet with parents through out monthly parent network meeting, through newsletters, marvellous me, parent consultations and in 1:1 meetings. This helps share information and improves the support we can give to the pupil and families.