SEN

All Solihull schools have a similar approach to meeting the needs of pupils with Special Educational Needs and / or Disabilities (SEND) and are supported to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting wherever possible, where families want this to happen.

Solihull Council SEN Local Offer

With respect to access and inclusion the Local Academy Board and staff of St Margaret’s aim:

· To ensure that all pupils have access to a broad and balanced curriculum.

· For the children to enjoy their work and have a sense of fulfilment.

· To provide a differentiated curriculum appropriate to the individual’s needs and ability.

· To ensure the identification of all pupils requiring SEN provision as early as possible in their school career.

· To remove any barriers to learning through a personalised education.

· To ensure that ‘children with particular needs’ take as full a part as possible in all school activities.

· To ensure that parents of ‘children with particular needs’ are kept fully informed of their child’s progress and attainment.

· To ensure that ‘children with particular needs’ are involved, where possible, in decisions affecting their future SEN provision.

Inclusion

St Margaret’s is committed to inclusion and aims to provide an inclusive environment where everyone feels valued and free from discrimination. We recognise the entitlement of all pupils to a balanced and broad curriculum and strive to minimise barriers to learning and ensure progress for all children in our school. We are committed, also, to promoting the understanding of the principles and practices of equality, treating our children as individuals, according to their needs, with an awareness of our diverse society and appreciating the value of difference. We are fully aware that,

as stated in the Code of Practice (2002), all teachers are teachers of children with special educational needs and that meeting special educational needs requires a whole school policy, which stresses that all children are valued equally. Such a positive policy relates to all children regardless of gender, race, colour, creed, disability or sexuality.