At Bredbury St Mark's we provide an inclusive environment allowing all the opportunity to strive to reach their potential. Home plays a vital role in helping a child progress and we actively encourage their involvement. We firmly believe that working together, in partnership, is the best way to help the child develop – socially, academically and emotionally.
Where it becomes apparent that additional support is required this will be arranged in the way that best serves the individual needs of the child. When appropriate the advice and guidance of outside agencies will be sought following discussion with parents / carers.
For more detailed information,
please see the SEN Information Report and SEN Policy
(SEN = Special Educational Needs)
Information From Stockport LA:
SEND e-learning (The SEND e-Learning course is a useful tool for parent, carers and anyone interested in developing their knowledge and understanding of SEND.)
Co-production Charter (The updated charter gives detail about how those involved with supporting our children can work together to give them the best chance of success.)
The Entitlement Framework (This document helps teachers and school leaders to further improve how they support children and young people with Special Educational Needs and Disabilities and also helps parents to understand how the needs of their children should be met.)
I-Outcomes (This document reflects the outcomes valued by children and young people.)
Mrs Gina Wagstaff (SENCo and Designated LAC teacher))
Mrs Debbie Alexander (Pastoral Mentor)
Mrs Claire Quinn (Pastoral Mentor and Attendance lead)
The New Special Educational Needs and Disability Code of Practice
In September 2014 the government published a new SEND Code of Practice, which sets out statutory guidance for schools. This can be downloaded by following the link below.
What are Special Educational Needs?
Under the new Code of Practice, a child is deemed to have Special Educational Needs, or SEN, if he or she has ‘significantly greater difficulty in learning than the majority of others of the same age’, or his or her disability ‘prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school’. Special educational provision is needed for him or her, over and above that which can be met through good quality classroom teaching and differentiation.
Broad areas of need are identified as communication and interaction; cognition and learning; social, emotional and mental health difficulties and sensory and/or physical needs. They may be for a short period or throughout a child’s educational life. They may be identified before a child has even entered school or they may come to be recognised at a specific point in their education.
Please find details of the latest PIPS newsletter here
To contact our SENCO please email: email@example.com