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Inclusion at Pinner Wood

SEND Information Report 2016 
Date of publication: September 2016 
 
Introduction 
This SEND Information Report is part of the Local Offer for learners with Special Educational Needs and Disability (SEND). All governing bodies of maintained schools have a legal duty to publish information on their website, and updated annually or sooner if required, about the implementation of the governing body’s policy for pupils with SEND. 
This document is intended to give you as parents, information regarding the ways in which we support all of our pupils including those with SEND.
 
Our Approach to Teaching Learners with SEND 
At Pinner Wood School we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills. 
We value high quality teaching for all learners and actively monitor teaching and learning in the school. 
Our school improvement plan is about developing learning for all and details are planned continued professional development (CPD) opportunities for all staff. 
 
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community and to be inclusive to all. We monitor progress of all learners, and staff continually assess ensuring that learning is taking place. Our whole school system for monitoring progress includes regular Provision meetings, Pupil Progress meetings, Key stage and Year Group meetings, as well as coaching and supervision for all staff. 
 
Our Ethos 
We aim for all pupils, parents/carers and staff, to increase their participation within our school. This is achieved through the development of inclusive cultures, policies and practices that take account of disability, race and gender to create a secure and accepting, community where everyone feels valued. 
 
We aim to be an outstanding school with a balanced curriculum that inspires all pupils through enriching and creative learning experience. We respond to the diversity of need through our commitment to equality; overcoming potential barriers and setting appropriate learning challenges. 
 
Success is expected for every pupil. They should aspire to achieve their dreams, recognising personal strengths while celebrating the achievements of others; both within the school and its wider community. 
 
How we identify SEND 
At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as: 
 
“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they: 
 
(a) have a significantly greater difficulty in learning than the majority of others of the same age: or 
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.” 
 
Children are identified as having= SEN when their progress has slowed or stopped and when interventions and resources put in place do not enable improvement, because of the nature of their additional needs. Once this occurs, we have specific needs based plans and pupil profiles which help support development and accelerate progress.
If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning. 
 
Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distract them from learning. At Pinner Wood School we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND. Our SEND Policy and Disability Accessibility Plan are available on the website or from the school office.
 
Our SEND profile at Pinner Wood:
Information about types of special educational need are recorded by using the broad areas of need that are described in the Code of Practice with subdivisions in categories used by Ofsted.
 
Communication and Interaction Needs:  
* Speech, Language and Communication Needs:  22.6%
* Autistic Spectrum Condition:    22.6%
 
Cognition and Learning Needs –
* Specific Learning Difficulties-  22.6%
* Moderate Learning Difficulties-16.9%
* Social, Emotional and Mental Health Difficulties: 7.5%
* Sensory and Physical Needs- 0.8%
 
 

Headteacher – Mrs D Spruce
Latimer Gardens, Pinner, Middlesex, HA5 3RA
Telephone No: 0208 868 2468
Fax No: 0208 429 1629

E-mail: office@pinnerwood.harrow.sch.uk