Here at West Kirby Primary School, we support learners with a variety of needs including: Attention Deficit Hyperactivity Disorder (ADHD); Attention Deficit Disorder (ADD); Autistic Spectrum Condition (ASC); Dyslexia; Dyspraxia; Speech and language difficulties; Attachment; Oppositional Defiance Disorder (ODD); Obsessive Compulsive Disorder (OCD) and Selective Mutism, as well as children with physical disabilities including loss of hearing or sight. We also support children with notable anxiety and mental health issues. We do this by fostering an inclusive approach to teaching and learning and adapting our teaching to align with the needs of the children in our class. Our staff continue to review their own practice, evaluate the effectiveness of provision and improve their knowledge of SEN by attending courses and training programmes aimed at raising awareness and promoting inclusion within the classroom.
We recognise the importance of adapting the curriculum and learning environment of our pupils with Special Educational Needs, where possible, and achieve this by offering access to Teaching Assistant support by way of small group support, or providing 1:1 support where needed. Additional interventions are also available to children to reinforce the learning they do in class, or focus on specific barriers to learning such as social skills or emotional regulation. The following resources can also be found amongst our classrooms: visual resources such as mind maps; visual timetables; writing aids including pens, pencils, rulers, writing slopes; fidget toys (where appropriate); “wobble cushions”, resistance bands; ICT; overlays. These additional resources aid children with SEN in accessing learning tasks, alongside their peers, and encourage children to take ownership of their learning.
We work closely with several outside agencies including SENAAT, Wirral Speech and Language Therapy, Educational Psychologists, CAMHS, Orrets Meadow Outreach, Pastoral Support Services and the Wirral ASC Team.
Establishing and maintaining positive links with parents continues to be a priority of ours and we work closely with parents and carers of children with SEN throughout the identification and diagnosis pathway and beyond. We understand that for some parents, this can be a difficult and potentially daunting process and so aim to provide support as much as possible. We have regular communication via face to face meetings where necessary, regular telephone conversations, our website and email.