SEN & Inclusion
Cedar Tree Federation Inclusion Statement
The Cedar Tree Federation is committed to providing a high quality, inclusive education for all children. We believe that every child should be able to access a broad and balanced curriculum, which is inspiring, engaging and supports learning and development academically as well as socially and emotionally, enabling all children to thrive and reach their full potential.
Across the Cedar Tree Federation, our vision is to support and inspire our communities to “Live life in all its fullness”. We aim to create a happy, safe and secure environment within our schools, where everyone feels valued and respected and has a sense of belonging. We place inclusion at the heart of all that we do, ensuring equal opportunities for all regardless of age, gender, ethnicity, religion, background, educational need or disability and we celebrate the strength that diversity can bring. The Cedar Tree Federation aims to foster the personal development of each child through our Core Values of Love, Respect, Thankfulness, Perseverance, Honesty and Forgiveness. By building these values into all that we do within our schools, our hope is that every child will develop a greater awareness of themselves and others and will build strong foundations for the future.
We recognise that some children have additional educational needs and will need support that is additional to and different from that which is normally available in a differentiated curriculum. We aim to identify pupils with additional needs as early and as thoroughly as possible, to ensure we can put appropriate support in place quickly. We also recognise that there are children in our Federation who are gifted and talented, who have English as an additional language or who receive pupil premium funding who may need additional support and provision to ensure they are fully included and reaching their potential. We are also aware that some children may experience trauma or stressful situations for example through illness, bereavement or family breakdowns and we strive to support children and families through these times, ensuring they are fully included in all school activities.
The Cedar Tree Federation offers an inclusive approach to teaching and learning. We have high expectations for all our children and take into account pupils’ varied life experiences and needs to ensure that all children are fully included in all aspects of school life. All staff share the responsibility to set appropriate levels of challenge for all pupils, whilst also removing any barriers to learning a child may have, so that they are able to access and enjoy a wide variety of learning experiences, and are able to make progress in their learning, interact positively with those around them and feel proud of their achievements. We believe that working in close partnership with parents is essential for building inclusion and developing life-long skills among our children.
Special Educational Needs and Disabilities (SEND)
At Pinhoe Primary School, we work with children with a wide range of needs including Autism, ADHD, Speech and Language Needs, Visual and Hearing Impairments, Specific Learning difficulties such as Dyslexia and Dyspraxia, physical difficulties, sensory processing difficulties and those with Social, Emotional and Mental Health needs.
Full details about how we support children with SEND can be found in our SEND policy and SEND Information Report below.
At Pinhoe, we have a team of highly skilled TAs who deliver targeted interventions to children with a high level of need across the school. This team is led by our Inclusion Lead, Hannah Chamings. Below are some examples of some of the interventions we offer at Pinhoe Primary School.
Speech and Language
Here at Pinhoe, we are lucky to have a Speech and Language Therapist working in our school for one day a week. She supports mainly in our Early Years to identify speech and language needs early and ensure we are putting in the most appropriate support for those with needs. She also supports with assessment and interventions for those children who have the highest level of speech and language needs across the school.
Miss Abbott is our Speech and Language TA. She delivers speech and language interventions to children across the school in the afternoons, working closely with our school speech and language therapist as well as the NHS Speech and Language Therapy service. Miss Abbott also works with teachers and TAs in the classrooms to support children who have identified speech and language needs and will communicate regularly with parents about how best they can support their child's speech and language needs at home.
Social, Emotional and Mental Health (SEMH)
Evidence shows that children's social, emotional and mental health needs can have a significant impact on all aspects of their life including their learning, behaviour, attendance, further training and employment and long-term life chances. We aim to put support in place quickly where we identify children with SEMH needs. Miss Hoare is our TA who leads our SEMH provision and will provide 1:1 and small group support to identified children. Due to the large number of children that need support with SEMH, and given that the best outcomes are seen when they are supported by a familiar, trusted adult, this support may also be delivered by their class teacher or a TA who works with them frequently. We offer support for children around identifying a range of feelings and emotions, and expressing these in more appropriate ways, managing BIG feelings, such as anger, worry and anxiety, self esteem and friendships. We also offer specific support for children around developing their social skills. We use a range of activities in these sessions including messy play, construction, role play, games and art to enable the children to develop new skills and understanding in a fun way.
Over the past few years, we have seen the positive impact that CODE X reading intervention can have on the progress children make in developing their reading skills. This intervention is delivered by Mrs Oakley, one of our HLTAs. The children are carefully identified through assessment and then follow a series of fun and exciting books, specifically designed to develop their phonic knowledge, tricky word reading, spelling and comprehension.