EDUCATION
Special educational needs and disabilities (SEND)
At Lantern, and across the Learning Community Trust, we strive to meet the needs of all our pupils.
Special Educational Needs and Disabilities (SEND) at Lantern Primary Academy
At Lantern Primary Academy, we are committed to ensuring that every child receives the support they need to achieve their full potential, regardless of any barriers to learning they may face. We believe in fostering an inclusive environment where all children can thrive academically, socially, and emotionally. Our strapline ‘Where every child shines’, as well as our culture and ethos lead into this philosophy.
Intent
Lantern Primary and Nursery’s intention for children identified with a Special Educational Need or Disability (SEND) is that they are emersed in a high-quality broad and balanced curriculum. Our aim is to identify children’s SEND needs as early as possible and put appropriate support in place, involving parents and carers in the decision-making process. We believe that it is vital that our children are equipped with the tools needed to become independent learners both inside and outside of the classroom. Our classroom environments and intervention spaces are created so there is minimum cognitive overload allowing children space to flourish and feel valued. Children will be provided with appropriate scaffolds, when and if needed, allowing them to access the curriculum at a level they can succeed.
Implementation
Our approach to supporting children with an additional need is that every teacher is a teacher of SEND. An additional resource we use to provide support to children with SEND is using Learning Support Mentors (LSM) who provide in class support, a bespoke individualised offer for children with more complex challenges, small group work and through tailored interventions.
Children with a Special Educational Need or Disability may have needs in one, or more, of the four identified broad areas of need as outlined in the 2014 SEND Code of Practice, these are: Cognition and Learning, Social Emotional and Mental Health, Communication and Interaction and Sensory or Physical Difficulties. By using these categories children receive the support needed for their specific area of need or needs. Many children have needs in more than one area, and every child is different; often the area of need given for a particular child is their ‘prime’ area
We work closely with our parents and involve them with the decision making for their child. Coffee mornings and regular newsletters ensure parents with children who have SEND are supported. We also signpost our parents and carers to support within the local community and engage with external agencies, where necessary.
Learning plans are written termly for our children with SEND. Parent and child views are collected ensuring everyone’s voice is heard and a collaborative approach to supporting children is achieved. These plans are reviewed, and if needed, new targets are set. Using the assess, plan, do, review cycle ensures smart, measurable, achievable, relevant and time-related targets are written and broken down into small steps.
Continuous Professional Development for our staff team is interwoven into our training schedule ensuring all staff keep up to date with changes and research updates. We also engage in training offered by the Learning Community Trust for SENDCos and Headteachers. This allows us to plan at a strategic level.
Accessibility Plan
We are committed to making Lantern an accessible environment for all of our children, parents, and staff. Our Accessibility Plan outlines how we address physical and learning barriers through:
- Adaptations to teaching materials and methods
- Assistive technology for pupils with sensory or communication needs
- Scaffolding lessons to suit individual learning needs
- Adjusting classroom environments to reduce sensory overload for children with Autism Spectrum Disorder (ASD) or other sensory processing issues
- Quiet, sensory-friendly spaces are available for pupils who may need time to regulate emotions or reduce anxiety during the school day
- Staff are trained in trauma-informed approaches and mental health awareness
- Personalised support plans are developed for pupils who need additional emotional or behavioural support
- All staff receive ongoing training on supporting pupils with SEND, including specific training on Autism, ADHD, Dyslexia, and sensory impairments
- SENDCo works closely with teachers to implement effective strategies and accommodations
- External specialists
This plan is reviewed annually to ensure it remains effective and meets the evolving needs of our pupils.
Special educational needs and disabilities coordinator
Contact form
The SENDCo is listed on the leadership team page – click here
Contact our SENDCo using the form below,.
