Our vision statement is the back drop for all we do in school, including our work with our pupils with additional learning needs. The SEN information report document gives families information about the variety of ways we ensure we support our children with special educational needs (SEN) to achieve their potential. We provide a full range of educational and pastoral support to all of our pupils and those with SEN make very good progress. The information here is general; each child is an individual and will receive unique provision and resources where necessary.

There are a number of reasons why a child may be identified as having SEN:

• They are having significant difficulty with their learning and making far less progress than would be expected.
• They have a specific learning difficulty, for example dyslexia.
• They have difficulties with social communication and interaction.
• They have emotional or mental health difficulties.
• They have sensory and/or physical needs, for example visual impairment.

What kinds of Special Educational Needs (SEN) does the school provide for?

At Firs Primary School, we provide support for children with a variety of different needs. We achieve this through a number of methods depending on the child's needs. A child is classed as having special educational needs if he or she has learning difficulties that call for special educational provision to be made. We have experience of supporting children with a wide range of SEND needs including;

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

Firs Primary School has two Small Specialist Classes, which specialise in meeting the needs of pupils with Social Communication, Complex Learning Difficulties and Autism. S1 Cedar is for pupils aged 4 to 7 and S2 Larch is for Key Stage Two pupils aged 7 to 11.  All pupils have an EHC plan for Special Educational Needs. Currently our pupils’ needs include:

• ASD (Autism)
• Asperger’s syndrome
• ADHD
• Speech and language difficulties
• General learning difficulties
• Global delay
• Medical needs

Pupils are well supported and integrate with other classes in the school in certain areas of the curriculum, as well as during playtime and dinnertime. The pupils are taught in multi-sensory lessons and have access to a sensory room, soft play area, cooking/life skills area and an individual playground.