SEND and Inclusion
At Princes Risborough Primary School, inclusion sits at the heart of our curriculum design, teaching practice and school culture. We recognise that inclusion is not an additional strand of provision, but a core responsibility that underpins high-quality education for all pupils.
Our curriculum is ambitious, coherent and carefully sequenced to ensure that every pupil can access rich learning opportunities, build secure knowledge and develop the skills they need to succeed. We hold high expectations for all learners, including pupils with SEND, those who are disadvantaged, pupils who speak English as an additional language, are known to social care and any others who may experience barriers to learning at different points in their education.
We design our curriculum so that it is:
· Accessible and adaptable, with clear learning goals and flexible pathways that allow pupils to engage meaningfully with learning
· Inclusive by design
· Relevant and representative, reflecting a diverse range of experiences, perspectives and contributions.
Teachers plan lessons that anticipate potential barriers and include appropriate scaffolding, modelling and challenge. Reasonable adjustments and adaptive teaching strategies ensure pupils can participate fully while still being challenged to achieve their best. We prioritise early identification of need and respond quickly to ensure pupils receive the right support at the right time. Assessment information is used thoughtfully to understand pupils’ strengths, gaps and progress, enabling staff to:
· Adapt teaching effectively
· Provide targeted interventions where needed
· Monitor the impact of support and adjust provision accordingly.
Inclusion within our curriculum extends beyond lessons. Strong relationships, consistent expectations and a supportive pastoral system help pupils develop confidence, resilience and a sense of belonging. We ensure all pupils can access:
· Enrichment activities and educational visits
· Wider curriculum experiences, including the arts, sport and personal development opportunities
· A positive learning environment where pupils feel safe, valued and respected
Special Educational Needs and Disability Key Contacts
Mrs Melanie Heggie: Head of ASD ARP
Mrs Jessica Gregory: SENDCo
Email: office@prpglt.co.uk
Tel: 01844 345251
The contact for compliments, concerns or complaints from parents/carers of pupils with SEND:
Mrs Amy Howlett: Headteacher
Email: office@prpglt.co.uk
Tel: 01844 345251
Mr Chris Wardle: SEND Governor
Email: office@prpglt.co.uk
Tel: 01844 345251
Additionally Resourced Provision (ARP)
The Additionally Resourced Provision (ARP) is part of Princes Risborough Primary School and is situated in two classrooms within the mainstream building. Within the ARP there is also a sensory stimulus free room, a sensory garden and a chill out room (with exercise bike). Children have access to specialised equipment such as OT recommended chairs and cutlery, Ipads and sensory equipment (ear defenders, weighted blankets, fidget toys) etc.
The ARP is staffed by:
- Head of Department/SEN teacher
- Specialist ASD Practitioner
- Learning Support Assistants
All decisions regarding placements in the ARP are made by County. Up to 12 children, who have been identified as having Special Educational Needs (SEN) and whose primary need is ASD, can attend.
The process for admission into the ARP is as follows:
- A child will have a diagnosis of ASD
- At an Annual Review, professionals and parents will agree that a change of placement may be needed (when a child is in a mainstream, or special school setting). This could be done at the normal review, or an Emergency Review could be called by either the school or the parents if it is felt that the current setting is no longer able to meet needs.
- Once County receive the paperwork from this, they will consult with ARPs.
- Where possible, ARP staff will go and observe the pupil in their current setting, however, with the high number of consultations that we receive, this is not always able to happen.
- They will respond to County. It may be that they are full, or that they cannot meet needs, or they may be able to meet needs.
- Paperwork is then presented at placement panel and a decision is made, by County, as to the type of provision.
- School does not hold a waiting list for entry into the ARP.
This is the process for children within our mainstream setting as well.
All our highly dedicated and experienced staff are trained in Positive Handling techniques and work closely as a team, involving parents as well, to identify the most effective behaviour, teaching and learning strategies for each individual child. Each child has access to the National Curriculum which is differentiated to meet their specific needs, together with social skills sessions, regular speech and language therapy (if this is included in their EHCP) and daily life skills guidance. The children work either in small supported groups in the ARP, in a structured and organised environment where visual symbols are used to reduce anxiety and to regulate behaviour, or, where integration is appropriate, in mainstream classes with support from ARP staff. As the ARP is attached to the mainstream school, its primary focus is to include the children, with support, into mainstream classes. However, we will only integrate children into lessons that are appropriate for them, taking into consideration the pace, levels of anxiety and self-esteem.
