Special Educational Needs/ Disability (SEND)
The Green Flying High Academy is an inclusive school.
We believe that each child is unique and deserves the very best from our staff and school everyday.
Some children have more complex needs than others and our aim is to consistently ensure all children feel safe, supported and valued in school which includes ensuring that the right processes are in place to ensure accessibility to learning.
Our lovely SENCO is Miss O'Brien and she champions our children with additional needs across school.
Miss O'Brien works closely with class teachers to observe children in lessons, supports with accessibility to learning, suggests scaffolds to use to aid children in class and works alongside other professionals to ensure the best quality provision for our children.
Miss O'Brien can be contacted through the school office on 01773 811465, via email at email@example.com or class dojo.
For further information please click the links below:
The Green Flying High Academy is a mainstream infant school.
We take pupils from age 4 – 7. Admissions to school are made through Derbyshire admissions
We are an inclusive school and will aim to make any arrangements needed for all children to be fully included in our school.
Our definition for SEND is taken from The Children and Family's Act 2014.
“a child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or young person has a learning difficulty or disability if they:
- Have significantly greater difficulty in learning than the majority of others that are the same age or
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.
A child under compulsory school age has special educational needs if they fall within the definition of A or B above or would do so if special educational provision was not made for them.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught”.
Children are identified as having Special Educational Needs if their progress has slowed significantly or stopped and any interventions and resources put in place do not enable progress to be made.
Once this occurs, we have specific target setting plans which help support their development and accelerate progress.
At this point the child is listed on our 'SEND register' for these pupils. Parents will be invited to discuss and review targets and support three times a year with the class teacher.
We follow a Mastery Approach to teaching and learning and believe that all children have the ability to access learning through improving their accessibility. We use scaffolds like visual prompts and aids, talking tins, ipads, recording devices, manipulatives etc to support quality first teaching in the classroom and we also follow a restorative approach to managing all types of behaviour across school.
You can find full details of how we support children with additional needs in our School SEND Information Report and Policy Below.