What school leaders and governors do to make sure that all children feel welcome, feel included and achieve their potential.
The Deputy Head teacher has overall responsibility for SEND* and inclusion – this means that we regularly discuss SEND issues in Leadership Team meetings. We keep support for children with SEND under constant review.
The leader for SEND manages the day-to-day provision, and plans the programs of support for individuals and small groups of pupils with SEND.
The SEND leader keeps a list/profile of children we identify as having a SEN and/or a disability, and also keeps a record on the Marlborough Primary School Provision Map of all the different ways that we provide extra support (for example, support for reading, communication and number) for children with SEND.
You can also see our Provision Map by clicking here.
We carefully monitor the progress and well-being of children with SEND and the quality of our provision, including teaching and support. For example senior leaders observe lessons and hold discussions with teachers and support staff as well as monitor effectiveness of all support interventions. If something is not working well, we change and improve our provision.
The Governing Body challenges us to make sure we constantly review progress of all groups including SEND and improve the quality of provision for children with SEND and the outcomes that they achieve.
We have two parents on the governing body and one of their roles is to represent the views and concerns of all parents, including those with children with SEND.
We have a Governor who takes a particular responsibility for SEND matters. They meet with the leader for SEND at least once a term to ensure the governing body are able to be clear on all matters pertaining to SEND. The leader for SEND reports termly to the curriculum committee of the governing body.
We fully involve our Governors when we review and revise our SEN policy and our Local Offer at the end of each school year.