Dunton Green Primary School

Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School Life at Dunton Green Primary School
  • "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.

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.

 

Please click here for a copy of Kent’s Local offer

 

Please click here for a copy of our SEND Policy

 

What is SEND?

 Nationally, Special Educational Needs are currently identified in four broad areas of need:

  • Cognition and Learning
  • Emotional, Social and Mental Health
  • Communication and Interaction
  • Sensory and Physical

The definition of SEN in the new Code of Practice is a child who has a learning difficulty or disability which calls for special educational provision to be made for him or her. A child has a learning difficulty 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 a mainstream school.

Under the new Code of Practice:

  • SEN Support replaces School Action and School Action Plus
  • EHCPs (Educational Health and Care Plans) replace Statements of Educational Need

 

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.