Special Educational Needs

Emma Chandler

Head of Inclusion
“Inclusion is for everybody.”
We value all students equally and encourage them to become independent learners across all areas of their life as they progress through Fearnhill School. All staff at Fearnhill School are committed to creating a nurturing educational environment in which students are supported to achieve and progress in their individual goals and targets. Staff across the school are supported in their work by receiving regular training in various aspects of inclusion: they use a wide range of strategies both in and outside the classroom to support all students.

At Fearnhill we are committed to making sure that children who require additional support are well provided for. All staff have regular update training on SEND provision and SEND across our school which is coordinated by our SENCo.

We know that all children need different forms of support at various stages of their school career and we believe that each pupil has individual and unique ways to achieve their full potential.

Our school aims to be an inclusive school and adjustments are made to the learning environment and to the curriculum to ensure that children with Special Educational Needs can achieve as well as others in the school.

The following link takes you to our ‘Local Offer’:
Quality SEND Offer 
Hertfordshire’s SEND Local offer webpage
Please also view our SEND policy here.
Fearnhill School Accessibility Plan
Special Educational Needs Information Report

 

EXPLAINING SEND

A child has special educational needs if he or she has a learning difficulty, which calls for special educational provision to be made for her or him. A child has a learning difficulty if he or she:

  • Has significantly greater difficulty in learning than the majority of children of the same age or
  • Has a disability which prevents or hinders them from making full use of educational facilities of a kind generally provided for children of the same age in school.
  • Is under compulsory school age and falls within the definition above or would do so if special educational provision was not made for them.
  • In addition we identify special educational needs within the context of the usual differentiated curriculum within the school. Children are identified as having SEND if they are not making progress within a curriculum that:
  • Sets suitable learning challenges
  • Responds to pupils’ diverse learning needs
  • Overcomes potential barriers to learning

THE VOICE OF THE CHILD

As a school we value the views of all our children.  We encourage children who require additional support to play an active role when planning support and provision.

PARENTS HAVE AN IMPORTANT ROLE TO PLAY

We value parents’ knowledge, views and first-hand experience and we see parents as active partners in the educational process. All parents are welcome to contact the SENCO if they have any concerns about special educational provision.

ADMISSION ARRANGEMENTS FOR PUPILS WITH SEN OR DISABILITIES

Children who are ‘Looked After’ by a Local Authority, and children with either a Statement of SEN or an Education Healthcare Plan (EHCP), will qualify for a place at our school above all other applications, as these two groups of children are our first and second priorities in our admissions criteria.