At Merton Court, our approach is centred on the holistic development of every child. We believe all pupils should receive high quality, inclusive teaching, with differentiation and strategies to support their learning in class. These reasonable adjustments include using multi-sensory teaching techniques, visual resources (e.g. visual timetables, now/next boards), or pre-teaching, for example. We recognise that all children have individual needs and take pride in knowing our children well, allowing for personalised learning to be at the heart of our teaching. Some children may need support that is additional to, or different from, this high quality first teaching. We aim to identify children’s needs as early as possible to best support the individual, working closely with external professionals where needed. Teachers work closely with parents, the SENDCo and SEND Consultant to ensure all children with SEND are being well supported and are making progress. Additional support may include, but is not limited to, small group work (e.g. extra phonics or reading support), precision teaching for specific skills, Lego Therapy, or Sensory Circuits. Children identified with SEND may have a School Support Plan (SSP) using the Assess, Plan, Do, Review cycle to review progress and set recommendations for teachers and parents.
The impact of SEND support at Merton Court can be seen through assessment results, the work produced in children’s books, comments from parents and carers and via SEND pupil voice. Many children with SEND choose to sit the 11+ examinations and go on to Grammar or Independent secondary schools.
Please refer to our full Special Educational Needs and Disabilities and Admissions Policies for more information about the provision for children with additional or special educational needs and/or disabilities.
