Dunton Green Primary School

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  • "Provision in the Early Years is Good" (OFSTED 2016)
  • "Parents are appreciative of the welcoming approach of the new headteacher and staff." (OFSTED 2016)
  • "The school successfully promotes pupils' good personal development and welfare." (OFSTED 2016)
  • "The list of clubs is impressive, with pupils having opportunities to learn, among other sports, judo, break-dancing, tennis and football."
  • "Parents value how happy their children are at school." (OFSTED 2016)

Special Educational Needs

Dunton Green is proud to have a reputation as a highly inclusive school where all children, including those with special needs are integrated into all aspects of school life.  The needs of these children are met through a close partnership between the class teacher, support staff, our SEN co-ordinator and parents. 

Our highly experienced Teaching Assistants support individual children or small groups of children as recommended by the class teacher, including working with the many children on the SEN register that may have difficulties with speech and language, fine and gross motor skills or the acquisition of literacy/numeracy skills.  In addition with a dedicated SEN teaching assistant who works across the school supporting our most vulnerable children.

Mrs C Rose has been here at Dunton Green since September 2015 and will take up the post of Inclusion Manager from September 2016.  We have a new SEN Policy in place which has been written in consultation with parents, staff and takes into account the views of children and is reviewed annually in September.

We are also very fortunate to have the expertise of speech and language therapists, early intervention support services, and we engage a qualified physiotherapist who works with identified children on a weekly basis to develop fine and gross motor skills and whose work has been invaluable in enabling some of our most vulnerable pupils to write clearly and independently.

Children are routinely screened for speech and language difficulties in reception class so that we are able to address issues quickly.  Children can be dyslexia screened and support is put in place for those who are discovered to be at high risk, including engaging external agencies.

We  involve outside agencies and therapists to acquire extra support for any children who have very specific needs. Regular meetings are held with parents and there is an “open door” policy so parents can discuss any concerns as they occur.

Intervention groups are ways of helping children with specific needs that might not always be able to be fully met within the classroom environment. These include, but are not limited to:

  • Reading Recovery
  • Readingwise
  • Nuture Group
  • Physiotherapy
  • Lego Therapy
  • Four Functions Maths
  • Springboard Mathematics
  • Nurture Group
  • Speech and Language
  • Nessy Programme
  • Clever Fingers

Miss Masson and Mrs Rose constantly review children's academic and social progress with the class teachers to ensure the right children are receiving the correct additional support and hold formal meetings with class teachers four times annually.

Please click here for a copy of our SEN Information Leaflet

Please click here for a copy of our SEN Policy

What is SEND? 

For the purposes of identification Dunton Green Primary School uses the following definition of SEND we take our lead from the revised SEN Code of Practice published in 2014 which provides the following definition of SEN:

 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

Many children and young people who have SEN may have a disability under the Equality Act 2010- that is ,,,”a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities”.

This definition  includes more children than many realise: "long term" is defined as a year or more and substantial is defined as more than minor or trivial.  This definition includes sensory impairments such as those affecting sigh or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.  Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap.