Liberty Primary School

At Liberty, we believe that all of our children have an equal right of access, under the Equality Act 2010, to a broad and balanced curriculum which enables them to achieve educational success and to reach their full potential. We use our best endeavours to meet each child's additional needs and make reasonable adjustments in order for them and their families to fully participate in the life of the School.   

We understand that some children, at some point during their primary years, may need additional support to access the learning at their level. We seek to identify and assess such 'special educational needs' promptly, in consultation with parents. Children may receive support individually, in small groups or through resources and equipment made available in class, and progress is monitored regularly. 

We recognise that children’s learning needs are varied and complex, and can be short- or long-term. We also recognise that SEND can result from a wide range of circumstances and situations e.g. learning difficulties, developmental delays, physical, sensory, emotional and / or psychological needs. Through effective assessment for learning, underpinned by caring, supportive relationships, as outlined through our school values, staff will be able to identify those individual pupils with special educational needs and offer them support and quality educational provision to enable them access to the curriculum.

Our approach to teaching pupils with SEND

Teachers are responsible and accountable for the progress and development of all the pupils in their class. High quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils. 

Adaptations to the curriculum and learning environment 

We make the following adaptations to ensure all pupils’ needs are met:

• Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work,teaching style, content of the lesson, etc. 
• Adapting our resources and staffing 
• Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc. 
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc. 

Additional support for learning 

We have a number of teaching assistants who are trained to deliver interventions such as Toe by Toe, ELSA and more. 

Teaching assistants will support pupils on a 1:1 basis, in small groups and in whole class settings. 

We work with the following agencies to provide support for pupils with SEND:

• CAMHS
• MAOS
• EP
• VBS
• LBL
• OH
• SENDIS

We have a large team of teaching assistants, including higher-level teaching assistants (HLTAs) who are trained to deliver SEND provision.

We use specialist staff for ELSA.  

Off The Record

We know how important it is to support the mental health and wellbeing of our pupils. Our belief is that providing therapeutic support to our pupils, can remove barriers to their education and can impact their long term wellbeing. 

As well as a range of quality school-run interventions, we work with Off The Record. They work across the whole school either with groups or individuals. They offer counselling or play therapy depending on what is most suitable for the child and their needs. 

If you feel your child would benefit from support please speak to Miss Lawrance. ​