“An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every young person matter. Effective schools are educationally inclusive schools. This shows, not only in their performance, but also in their ethos and their willingness to offer new opportunities to pupils who may have experienced pervious difficulties. This does not mean treating all pupils in the same way. Rather, it involves taking account of the pupils’ varied life experiences and needs. The most effective schools do not take educational inclusion for granted. They constantly monitor and evaluate the progress each pupil makes.
An inclusive school is one, which identifies any pupils who may be missing out, difficult to engage, or feeling in some way to be apart from what the school seeks to provide. All staff take practical steps – in the classroom and beyond – to meet pupils’ needs effectively, and they promote tolerance and understanding in a diverse society.”
(Reference: Evaluation Educational Inclusion – OFSTED 2000)
"Our vision, the vision of all partners and services, is for every one of the 110,000 children and young people in Somerset to be safe, healthy, happy, ambitious for their future, and develop skills for life. This is a vision for all children, including those with Special Educational Needs and Disability (SEND). We want them all to have the opportunity to be the best they can be, to be happy, and to have choice and control over their support."
Special Educational Needs & Disabilities at Priddy Primary School and St. Lawrence’s C of E Primary School Federation.
The schools SENCo (Special Educational Needs Co-ordinator) is Lorraine Clarke.
Mrs Clarke works Tuesdays and Thursdays.
To arrange to see Mrs Clarke or to pass on a message, please do so via the school office or class teacher.
As an inclusive school, we welcome all children regardless of need. Some of our children (present and past) have had specific learning needs such as:
Below, we have endeavoured to provide an overview of these most common learning needs that we encounter in school.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities.
Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.
The following website provides some excellent information if your child has dyslexia or if you have any concerns:- http://www.parentchampions.org.uk/
Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.
Emotional and Social Difficulty (ESD)
The SEN Code of Practice describes ESD as a learning difficulty where children and young people demonstrate features of emotional and behavioural difficulties such as: being withdrawn or isolated, disruptive and disturbing, being hyperactive and lacking concentration, having immature social skills or presenting challenging behaviours arising from other complex special needs.
This term includes children and young people with emotional disorders and conduct disorders/hyperkinetic disorders (including attention deficit hyperactivity disorder, ADHD). Furthermore, children and young people may have behavioural difficulties that are less obvious, for example, those with anxiety, who self-harm, have school phobia or depression and those whose behaviour or emotional wellbeing are seen to be deteriorating.
Cognition and Learning
General learning difficulties may show themselves in the following ways: low levels of attainment across the board in all forms of assessment including baseline assessments; difficulty in acquiring skills (notably in literacy and numeracy) on which much other learning in school depends; difficulty in dealing with abstract ideas and generalising from experience; a range of associated difficulties, notably in speech and language and in social and emotional development.
The term ‘physical disabilities’ is broad and covers a range of disabilities and health issues, including both congenital and acquired disabilities. Within that range are physical disabilities or impairments that interfere with a child’s ability to attain the same developmental milestones as his or her peers. An example of this is dyspraxia – a problem with the body’s system of motion that interferes with a person’s ability to make a controlled or coordinated physical response in a given situation.
Speech and Language
Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding.
Autistic Spectrum Disorder
Autism Spectrum Disorder (ASD) is a life-long developmental disability that affects the way a person is able to communicate and relate to people around them. Some people with ASD will have learning disabilities. Others have average or above-average intelligence: included in this group are those with Asperger’s Syndrome (or high-functioning autism). Recognised characteristics of ASD: communication impairment (problems with word usage and understanding), difficulties with social skills and empathy with others, a narrow range of interests and difficulties with imagination, a developmental disorder which begins before age three and affects all aspects of life.
Parent information leaflet on the new code of practice: