SEND Provision

Supporting Equality
At Mickley First School we are committed to equality. We aim for evey child to achieve their potential and they are given every opportunity to aquire a wide range of skills and knowledge. All children have the opportunity to take part in a wide range of exciting activities that will help develop their confidence, independence and academic.
How we support SEND
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles and resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help.
How do we identify and assess children with SEN?
Special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
Pastoral Medical and Social Support
We consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met. Staff are trained to meet individual needs and we will talk to parents about how specific needs are best met.
How we consult with our SEND pupils
We have an open door policy and parents are encouraged to talk to staff to ensure that needs are met. We are happy to receive feedback in any form but we will encourage parents to come into school to meet with us to ensure all aspects are covered. Pupils are encouraged to talk about their learning and we take pupil feedback into account when planning interventions.
SEND progress
All pupils are subject to our assessment systems, we set targets and monitor progress against them. We find that all children make good progress and some pupils make rapid progress as a result of our work.