Supporting Children with Special Educational Needs and/or Disabilities (SEND)
All pupils at Pulham School are equally valued, regardless of their level of need. They are included in every aspect of school life. Pulham School is an inclusive school, fostering a sense of community and belonging through its aims and values for each child:
- To have a happy and positive experience during their primary school years
- To be inspired and confident
- To develop a love of learning so that they become learners for life
- To develop a positive attitude to life, sustained by Christian values
- To leave school with the confidence and self-worth to achieve their potential
- To be fully prepared for the next stage of their continuing education
- To recognise that they, as individuals have something of value to contribute to our diverse community.
We achieve this by maintaining an excellent teaching and learning environment for all, recruiting and retaining the best staff, having great links with parents, carers and our community as well as ensuring that sound financial management, a strong governing body and a supportive fundraising body are in place.
For our most vulnerable learners we prioritise the achievement of accelerated progress and proactively encourage aspiration. We take seriously our obligation to provide an accessible broad and balanced curriculum for all pupils. Our inclusive practise that provides all pupils with relevant and challenging learning has four principles:
- Assessment for individuals and groups
- Setting suitable challenges
- Responding to pupils’ diverse learning needs
- Overcoming potential barriers to learning
Our vulnerable learners, may be observed or assessed as underachieving at some point in time. We will support them as above, to overcome these barriers to learning, regardless of whether this is due to a short term or long term barrier to learning or special educational need or disability (SEND), or another significant cause for example a long term absence from school or a poor early experience of learning.
For those underachieving but not necessarily having a SEND. It is our responsibility to spot this quickly and ensure that appropriate interventions are put in place to help these pupils catch up.
For pupils with a SEND, we might see lower attainment, though this is often not the case and we strive to avoid underachievement. We adhere to the philosophy of ‘creative learning without limits’. It is our responsibility to ensure that pupils have the maximum opportunity to attain and achieve in line with their peers. Accurate assessment of need and carefully planned programmes, which address the root causes of any barrier to learning, are essential ingredients of success for these pupils.