SEND Provision and Inclusion

ECS is a community school and therefore its role is to educate every child whose parents wish to enrol their child at ECS, regardless of gender, orientation, disability, race, religion or belief. We believe that every teacher is a teacher of every young person, including those with SEND and are therefore your child’s most important educational resource in their drive to be successful learners.

We are passionate about including students with SEND in all aspects of school life. However, when considering a placement, we must also consider whether ECS is compatible with the child’s age, ability and aptitude and that their attendance is not incompatible with the efficient education of other students in the School and is an efficient use of the school’s and Local Authority’s resources.

Our Aims

We would like our pupils with SEND to achieve better than they ever thought they could. We will support them to do this by:

• identifying and providing for pupils who have special educational needs and additional needs
• working within the guidance provided in the SEND Code of Practice (2014)
• operating a ‘whole pupil,’ ‘whole school’ approach to the management and provision of support for special educational needs.
• providing support and advice for all staff working with special educational needs pupils
• developing and maintaining partnership and high levels of engagement with parents
• ensuring access to the curriculum for all pupils.

Engaging and working with families

We believe that working successfully with learners with SEND means we must work closely and in partnership with those people who know that child best. This means working with parents and guardians to ensure that we use their expert knowledge to our best advantage. This work is guided by the following beliefs:

All families have strengths and need to know that they are important in their child’s education. All families:

• can contribute to their child’s care and education
• learn how to promote their child’s learning and development
• have useful ideas and insights about their child which can help schools
• have a vital role to play in supporting their child’s education
• have access to information, advice and support during assessment and any related decision-making processes about special educational provision.