Dunton Green Primary School

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  • "Pupils make strong progress across year groups in reading, writing and mathematics." (OFSTED 2018)
  • "Parents and carers are overwhelmingly positive about the quality of education. They believe that their children are happy and safe, and make good progress." (OFSTED 2018)
  • "Teachers have high expectations of pupils. This ensures that pupils are motivated to pay attention and work hard." (OFSTED 2018)
  • "Pupils' progress from their starting points in reading, writing and mathematics is strong across all year groups." (OFSTED 2018)
  • "The early years foundation stage provides a very effective springboard into Year 1." (OFSTED 2018)
  • "Staff and pupils have strong relationships built on mutual respect. Pupils are adamant about treating all people equally." (OFSTED 2018)

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

Please click here for a copy of the Dunton Green Primary School Offer Table

 

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.