b'SUMMARY OF SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICYPlease see school offer on the school website for more detailed information.ThemainaimoftheSENDpolicyistoensurethatpupilswithspecialeducationalneedsare identifiedearly,viewedinapositivelightandreceiveacurriculum that is broad, balanced and relevant to their needs.Children and young people and their parents/carers will be fully involved in decisions about their support and aspirations.We recognise that the individual needs may be learning, emotional, behavioural, communication, physical, sensory or motor or any combination of these.We work closely with the Local Authoritys SpecialNeedsSupportServices,EducationalPsychologyServiceandotherexternalagencies,as appropriate,toplananindividualisedprogrammeofactionorintervention,whichiscarefully monitored.TheschoolfollowsthegraduatedresponseasoutlinedintheSpecialEducationalNeedsand Disability Code of Practice: 0-25 years (2014).Provision for children with a disabilityDisability is defined by the Equality Act 2010 as A person has a disability if he or she has a physical or mental impairment that has substantial and long-term effect on his or her ability to carry out normal day to day activities.Admissions for pupils with a disabilityAdmissions are controlled by the Schools Governing Board according to their policy.We strongly recommend that parents/carers make contact with school as soon as possible if you are considering applying for a place.This will allow the school time to plan and prepare for the admission in terms of securing specialist equipment, support and advice.Existing facilities to assist access and to prevent disabled pupils being treated less favourablyInternally the school is on several levels with easy access to some classrooms. All blocks have ramped fire exits. All playgrounds are accessible via ramps. There is an equipped hygiene suite with wheelchair access and facilities for personal care procedures, including a Closomat toilet. Staff receive specialist CPD to enable them to support individual children more effectively, e.g.sensoryimpairment,SpeechandLanguageprogrammes,provisionofemotional support. Staff are effectively deployed to allow all children to participate as fully as is practicable in all aspects of school life, e.g. support workers work through the dinner time to assist pupils who have difficulty with social integration. AlphaSmarts are available for children and there is a wide range of specialist software.'