The Russell School

Inclusion

At The Russell School we value and celebrate every individual; inclusion is central to our ethos and to the culture of the entire school community. We believe in determination aspiration, respect and excellence for all and aim to:

  • Ensure that every child feels valued for what they bring to our school community;
  • Identify and overcome potential barriers to learning and assessment;
  • Respond sensitively and appropriately to diverse learning needs;
  • Set challenging, aspirational learning targets for all children;
  • Meet the needs of individual pupils through highly effective teaching, learning and feedback;
  • Identify needs early on and address these through supportive and preventative strategies; 
  • Develop effective partnerships with pupils, parents/carers, specialist staff both within school and externally as well as with the Local Authority to ensure we can effectively meet a broad range of needs;
  • Undertake rigorous systems to monitor pupil progress, aid academic and personal achievement and remove barriers to learning and use self-evaluation and reflection in order to develop and improve our ability to meet the needs of all pupils, including those with SEND. 

 

Children may be identified as requiring additional support in the following areas: 

  • Communication and Interaction;
  • Cognition and Learning;
  • Social, Emotional and Mental Health;
  • Sensory and Physical.

These additional needs are met using a range of strategies and resources.

In class:

  • Whole class and personalised visual timetables and other visual support materials;
  • Support materials;
  • Visuals in the classroom;
  • Personalised social stories;
  • Whole school ‘Dyslexia friendly’ learning environment; 
  • Support from school staff i.e. Teachers, the SENDCo, Learning Support Assistants and Teaching Assistants; 
  • Behaviour Support plans/ pastoral support plans;  
  • Sensory aids and resources to support learning in the classroom;
  • Medical Care plans;
  • ICT and assistive technology.

Intervention:

  • Small group and 1:1 interventions;
  • Misconception groups to respond quickly to needs as they arise;
  • Art Therapy;
  • Lego Therapy;
  • Targeted Literacy and Numeracy programmes such as Numicon, Toe by Toe, Stareway to Spelling;
  • Pre teaching.

Sensory:

  • Access to the Sensory Room;
  • Morning runs;
  • Weekly swimming lessons from Years 1 to 6;

External Agency Support: 

  • Speech and Language Team, Specific Learning Difficulties Outreach Unit and Educational Psychologist;
  • Advice from Autism Outreach staff;
  • NHS and Private Speech and Language Therapist assessments; 
  • CAMHS specialist support;
  • Personalised arrangements for SATs and transition; 
  • Occupational Therapy and Physiotherapy via NHS;
  • Liaison with medical professionals as appropriate. 

 

If you would like to speak with Mrs Warminger, our SENDCo, please make an appointment via the school office.  

 

We are passionate about meeting the needs of all our pupils whether these are academic, social or emotional and all children have equal access and opportunity to participate in every aspect of school life. Every one of our pupils is given the support they need in order to reach their full potential.

Please click here to read the SEND Code of Practice. 

Under the Special Educational Needs and Disability (SEND) Code of Practice 0-25, Local authorities must publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans.

Please click here to read more about the Hertfordshire Local Offer.