Special Educational Needs and Disabilities

Granby Junior School is an inclusive school. The school seeks to educate children for life by: ”creating a secure, happy, caring and positive learning environment within which all our children can celebrate success and achieve their fullest potential”.

We are committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school.  We promote self and mutual respect and a caring and non-judgemental attitude throughout the school. 

The person with responsibility for SEN&D at Granby is Mrs McCondach (SENDCo).  

Our objectives are:

•             To identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEND; (see also curriculum and assessment policies)

•             To ensure that every child experiences success in their learning and achieves to the                        highest possible standard;

•             To enable all children to participate in lessons fully and effectively

•             To value and encourage the contribution of all children to the life of the school

•             To work in partnership with parents

•             To work with the Governing Body to enable them to fulfil their statutory monitoring role with regard to the Policy Statement for SEND

•             To work closely with external support agencies, where appropriate, to support the need of individual pupils

•             To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils

Granby Junior School has children that are either at SENS (SEN support) or have statements GRIP (Graduated Response for Individual Pupil) / EHC Plans (Education, Health and Care Plans).

All teachers expect to have children with SEND in their classes and plan to deliver Quality First Teaching and graduated responses to individuals requiring additional support.

Types of SEND which we currently have in school, include children with a diagnosis as well as those with learning profiles consistent with the diagnosis:

Communication and Interaction

•             Autistic spectrum and language disorders

Cognition and Learning

•             Dyslexia, dyspraxia and dyscalculia; moderate learning difficulties, global developmental delay.

Social, Emotional and Mental Health

•             ADHD, ADD, attachment disorders, emotional difficulties, mental health difficulties

Physical and Sensory

•             Hearing impaired, visually impaired, physical disability

Medical Needs

•             Epilepsy and Cerebral Palsy.