Inclusion @ Sonning

Our school takes children from wide ranging backgrounds. We value each individual, their uniqueness and the contribution they make to our school community. We believe that everyone has equal worth regardless of race, gender, creed and ability and whether they have physical, sensory, emotional, specific or general needs. We also believe in educating our pupils about equality and have high expectations with regards to mutual respect and equality.

Special Educational Needs

Children have special educational needs (SEN) if they have a learning difficulty that calls for special educational provision to be made for them. All teachers have a responsibility to identify and meet the special educational needs of pupils. These children should be taught together with their peers and have full access to the national curriculum which may be adapted to suit their needs. Support can be varied eg an individual programme of work, support from a teaching assistant either on a 1-1 or small group basis.

Where appropriate we work in partnership with external professionals such as the Educational Psychology service, Behaviour and Learning Support service and Speech and Language Therapy.

Individualised Support Plans will identify specific actions and support and these are carefully monitored by both the class teacher and SENDCO (Special Educational Needs and Disabilities Co-ordinator).

Gifted and Talented

Children with well-above average abilities are given additional challenge and where possible links are made with appropriate clubs, groups and event organisers eg Piggott Maths Challenge.  These abilities can be academic strengths and /or talents in other areas (e.g sports)

Further information that relates to inclusion in our school can also be found in the following policies: Special Educational Needs, Gifted and Talented, Equal Opportunities, Equality Scheme, Teaching and Learning and Accessibility Plan.


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