Mellis Church of England Primary School - 'To Be Our Best'

How we adapt the curriculum and learning environment for children & young people with SEND and other protected characteristics

All pupils have the entitlement to a broad, balanced and relevant curriculum through Quality First Teaching (QFT).  Adaptations within QFTcan be found in our Universal Offer. This can be seen in the document section of this page.

All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENDCO, teachers match the learning to the needs and abilities of the pupils. They use a range of strategies to develop the pupils’ knowledge, understanding and skills including the use of ICT. Further details of this provision can be found in our Targetted and Bespoke SEND offers, also located in the document section. 

SEND - the Four Areas

There are four broad areas of Special Educational Needs which we identify in school as defined by the SEND Code of Practice (2015.) We acknowledge that children's needs may fall into more than one category.

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

At Mellis Church of England Primary School we support our SEND pupils through:

• Quality First Teaching.
• Teacher adjustments within class.
• Additional Resources and support from staff.
• Tailored Interventions.
• Support plans based on the 7C's.

The 7Cs explained:(please see the table to the right)

There are 7 areas of learning and development and within these areas there are sub-areas. We use these to support our SEND learners in order to identify primary needs and areas of development, next steps, strengths and achievements as well as checking progress. Every child and their family is an integral part of our SEND provision so we all work together to ensure every learner can make progress, feel happy and safe at school and is ready to learn.

We hold regular meetings with families to review progress and include pupil voice. If additional meetings are required these can be made.

Our SEND information report and policy provide further information on how we support children with SEND. We have also included a link to Suffolk’s Local Offer which provides information and resources surrounding supporting learners with SEND.

https://infolink.suffolk.gov.uk/kb5/suffolk/infolink/home.page

https://www.suffolk.gov.uk/children-families-and-learning/send-and-the-local-offer/what-is-the-local-offer

Pupils with complex needs

When considering pupils with complex needs, we would welcome a visit from the family to discuss our setting and how we may best be able to accommodate your child's needs to enable them to thrive.

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the Equality at Mellis section of our website.

The documents below are 'sign-posts- for parents suppporting children with autism and/or ADHD (Attention Deficit Hyperactivity Disorder).

Mellis is an inclusive school and recognises that all children may need additional support at some time in their school career, for a number of different reasons. We aim to identify any Special Educational Need and Disability (SEND) quickly and put intevention strategies in place to ensure that pupils with SEND are valued, encouraged and supported to fulfill their potential. We seek additional support and guidance from a number of professional agencies as appropriate.

Mrs Jessica Shaw is the Special Educational Needs and Disabilities Coordinator (SENDco).

Mrs Jane Albery has been our specialist SEND governor until her retirement from the governing body in March 2024; the School's two new governors (effective April 2024) both have professional SEND experience, and we look forward to benefiting from their expertise and oversight as we integrate them both into the Governing Body.

Please click the documents below to see our current SEND Policy documentation and our current Local Offer.