Welcome

All children have the ability to learn and should be equally valued whether or not they have SEND. Inclusion is most likely to be achieved when their diversity is recognised and regarded positively. All staff are responsible for inclusion.

Children are entitled to receive a broad, balanced and relevant curriculum. We recognise that appropriate advice, support and resources are required to achieve this for some pupils in the mainstream curriculum.

All children and their parents/carers are entitled to be treated with respect and have their views taken into account.

 

Inclusion at Lampton - Excellence, Respect, Integrity

The aim of Inclusion at Lampton School is to consider the structure, teaching approaches, pupil grouping and use of support so that they respond to the needs of all pupils.  Special educational provision at Lampton is underpinned by high quality first teaching in the classroom.

High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. A part of this personalised teaching there is a value placed on strong relationships with students – teachers are expected to build respectful and nurturing relationship to develop our pupils.

Lampton School is dedicated to providing exceptional learning experiences for all students where there are no limits to achievements.  We provide inspirational teaching and support to all pupils to become superb learners and good citizens.  This is done within a harmonious, diverse and safe environment where all members of the school community are valued and respected. 

Overview of SEND

The four areas of need as stated in the Code of Practice are:

Area of Need

Definition

Examples

 

Communication and interaction

 

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.

 

 

Speech & Language and Communication Needs (SLCN), Speech & Language Impairment (SLI), Autism Spectrum Condition (ASC) including Asperger’s Syndrome.

Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Specific learning difficulties (SpLD), affect one or more specific aspects of learning.

 

Moderate Learning Difficulties (MLD) Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD) Dyslexia, Dyscalculia, Dyspraxia.

Social, Emotional and Mental Health Difficulties

Children and young people may experience a wide range of social, emotional and mental health difficulties. These may include becoming withdrawn or isolated, as well as displaying challenging or disturbing behaviour. Other young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

 

Mental Health Difficulties (anxiety, depression, self-harming, substance misuse, eating disorders) Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD), Attachment Disorder (AD)

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. Many children and young people with will require specialist support and/or equipment to access their learning.

 

Vision Impairment (VI), Hearing Impairment (HI), Multi-Sensory Impairment (MSI), Physical Disability (PD)

 

The Hounslow Local Offer

https://fsd.hounslow.gov.uk/kb5/hounslow/fsd/localoffer.page?localofferchannel=0

Lampton School SEND Policy & Lampton School SEND Information Report are both located in the Key Information area of the lampton website 

/341/key-information/category/5/sen-disabilities

Special Educational Needs and Disability Code of Practice: 0 to 25 years, 2014: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Supporting Pupils at School with Medical Conditions, 2015: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

Education Endowment Foundation – Making Best Use of Teaching Assistants: https://educationendowmentfoundation.org.uk/tools/making-best-use-of-teaching-assistants/guidance-report/

Mental Health and Behaviour in Schools: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

 

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