Coppetts Wood Primary School

Coppetts Wood School is a very friendly school where children are encouraged to become confident learners and are motivated to achieve their full potential. We believe that our children have a right to an outstanding education that will prepare them for their next steps in education and for their life in the twenty-first century. Enjoyment and achievement are at the core of this vision. We hope that all our children will enjoy their time here and leave us with positive memories and a love of learning.

At present we have 289 children (including Nursery) on roll. Our extended school provision is well attended with a breakfast club and out of school hours learning as well as a popular after school club.

In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. The teaching we provide makes learning challenging and enjoyable and enables every child to reach his or her potential.Provision for our More Able children will occur within the classroom and during extra-curricular activities at school and at home. This policy should be read alongside our PSHE and Citizenship policy, our curriculum policies and our SEN policy.

At Coppetts Wood School we welcome all children including those who have different learning styles and may be identified as having Special Educational Needs and Disabilities (SEND.) We have high expectations for our pupils and will ensure that all children make progress in their academic as well as social and emotional development. Inclusion is at the centre of our schools aims and values. We are committed to a whole school approach – SEND (including our Additional Resource Provision) is a shared responsibility by the whole school and all members of the school community. We believe that inclusion is successful when attitudes are welcoming, positive and empathetic. When there is sufficient and appropriate support for the child, the parents and the school, ensuring the establishment of good links. Our priority is to ensure that a child with special educational needs and disabilities has access to the right support and, to this end, we work hard to maintain links with parents, health, social care and education professionals. We ensure a high standard of professional development of all staff and that every teacher is a teacher of every child including those with SEND.

At Coppetts Wood School a child is defined as having special educational needs when he/she has a learning difficulty or disability which requires support above and beyond that normally provided in classrooms in terms of Highest Quality Teaching. A child of compulsory school age has a learning difficulty if she or he has a significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders him or her from making use of the kind of support generally provided for others of the same age in the school. Disability is defined as a “physical or mental impairment which has long term and substantial adverse effect on a child’s ability to carry out normal day to day activities.

At Coppetts Wood School we cater for different needs through careful planning. We record all pupils’ progress as part of our monitoring and assessment practices. In the Foundation Stage these include child observations and record of achievement books. In Key Stage One and Two, we carry out termly tracking of progress in English, Maths and Science. Class teachers communicate any concerns early on to parents/carers. We hold termly Pupil Progress meetings where progress and attainment are discussed with Class Teacher and TA, Inclusion Leader, Head teacher and another member of Senior Leadership Team. Together we consider all of the information gathered alongside national expectations and expectations of progress.

The school takes great care over the identification and assessment of children whose first language is not English. We do not assume that lack of progress in English means that a child 4 has a special educational need. However, we are aware that for some children, slow progress may be a result of a special educational need.