Guidelines for children with special needs.

Within our School, we always have children, who, for one reason or another, do not fit into the Curriculum set out for the majority of our pupils.

“Learning difficulty” the term used throughout the 1989 Education Act, for a child with special educational needs is defined as follows:-

1)         Has significantly greater difficulty in learning than the majority of children of his/her age.

2)         Has a disability which either prevents or hinders him/her from making use of educational facilities of a kind generally provided in School.

In order to work effectively the Infant Teachers try to build on the language and skills which the children possess, and Parents are encouraged to work closely with the Class Teacher if there is any problems.

“Being a parent of a child with Special Educational Needs is hard.  Sometimes it hurts to know your child is not like their peers. What we need from a school is support and understanding and that is exactly what I feel we get from St Hugh’s. From the moment I walked in the door I got the feeling that this school valued my children as individuals and wanted them to achieve their full potential. Right from day one I got the feeling that we were working as a team to support the children. The teachers  listen to us and recognise that we are the experts in our own children. IEPs have been completed and stuck to and are pertinent to the needs of my children. We have regular review meetings and paperwork is always good. But it isn’t that that matters, it’s the little things like a teacher coming out onto the playground to tell me tomorrow would be different so I can prepare my son, a timetable provided so we always know what is happening each day, someone from the office letting me know they would need to come in PE kit because she knows my son would likely forget and then be upset. It’s the humour  to cheer me up when I report a bad morning, the fact that each day is a fresh day no matter what has gone before, the fact that every member of staff I meet knows about my children and their issues, the fact that teachers have used their own time to find out more about the form of ASD my daughter has.
We feel valued here.”

“The school environment and the curriculum is good.”

“School is very approachable. The curriculum is differentiated to suit the needs of all students.”

“I have always felt that the school supported my older son and is now supporting my youngest with his needs and are very approachable.”

“I feel that I can ask for help and I am not scared to say when I don’t understand something.”

“If you are struggling with something, the teacher or TA will go over it with you. I feel happy and glad that I can explore my feelings.”