Carrington Infant School endeavours to provide the best in primary education. Working in partnership with the local community, pupils, staff, parents and governors continue to pursue excellence in all aspects of school life. Our aim is for all children to enjoy learning and achieve success in a healthy, happy and inclusive environment. 

Intent

We understand our duties in regards to the Special Educational Needs and Disability Regulations 2014 and make the curriculum accessible to all pupils.  We acknowledge that a significant proportion of pupils will have special educational needs and disability (SEND) at some time in their school career. Many of these pupils may require help throughout their time in school, while others may need a little extra support for a short period to help them overcome more temporary needs. If these pupils are to achieve their full potential, we must recognise this and plan accordingly. The school aims to provide all pupils with strategies for dealing with their needs in a supportive environment, and to give them meaningful access to the National Curriculum.  

Implementation

Indentification - Every child has the right to Quality First Teaching.  If children do not make the expected progress over a period of one or two terms, they are quickly identified and added in our pupil progress meetings. The children will then receive appropriate additional support. The way this is provided depends on the need of the child. 

Interventions - Each support staff member is an intervention champion, which means that they plan, conduct and review one intervention and deliver it across the school. We run a host of highly-researched, impactful interventions in Carrington Infant School such as: Shape Coding, Lego Therapy, OT Sensory Circuits, 1:1 reading, Little Wandle Phonics Catch - up, ELSA and Rainbow Road. In addition to this, those pupils who attend Willow or Rainbow class go to the local animal therapy farm once a fortnight. 

Impact 

Teachers discuss the impact of the support that the child is receiving during pupil progress meetings, staff meetings, parent consultations and communication with other staff members. All of children feel success at school and we are proud of this. In everything we do, we keep the child at the centre.