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Special Educational Needs (SEN)

At John Rankin Schools we are committed to meeting the special educational needs of our children and ensuring that they are encouraged and supported to achieve their full potential in every aspect of school life.

We endeavour to identify and provide support across the wide range of needs a child may have; communication and interaction, cognition and learning, emotional and mental health difficulties and sensory/physical needs.

We pride ourselves on being an inclusive school and children with special educational needs are taught inclusively with their peers through Quality First Teaching and Targeted Differentiation.  Individual intervention from the SEN team is given when and where appropriate, depending on an individual child’s needs.

For more information regarding the Local Offer please click the link. This is not only the Local Offer submission, but also acts as the SEND Information Report and the School's SEND policy.

Meet the Team...

The SEN Co-ordinator / Inclusion Leader is Christina Allison.  She is supported by a team of support staff to plan, deliver and assess a wide range of interventions for children across the schools.

In addition to this, our Family School Support Worker (Michelle Evans) works with children and their families to overcome barriers to learning.

Working Together and Planning Together

At John Rankin Schools we believe the involvement of parents in their children's progress and needs is vital.  We believe strongly in working as a partnership with parents and the child.

To ensure the needs of all children with special educational needs are being met and recognised we create “Pupil Profile” information sheets as part of the School Action Plans.  These share strengths, likes, dislikes and barriers to learning as well as personalised strategies for teachers and adults working within the class on how the curriculum can be adapted to suit their learning needs.  These are written with parents, staff and the child.

School Action Plans (previously known as IEPs), are reviewed, and new targets set, at the beginning of the Autumn, Spring and Summer terms.  Parents and children are invited into school to discuss next steps and plan targets together.

For children with a statement or an EHCP (Education Health Care Plan), we also hold Annual Reviews in addition to the termly SAP (School Action Plan) meetings.

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