Soho Parish Primary

Soho Parish Primary

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Inclusion

Special Educational Needs

All children are different and teachers differentiate each lesson to cater to all learning styles and needs in their class. 

Some children may be identified by the school as having ‘Special Educational Needs’.  If this is the case, the class teacher will discuss with parents any concerns they have or any observations they have made about the child.  It may be appropriate for the ‘Inclusion’ Co-ordinator to become involved to support the teacher to provide the best learning environment and opportunities for each child. 

Sometimes, where appropriate, the school will work with external agencies to fully support a pupil with Special Educational (or Medical) Needs.  These agencies include Speech and Language Therapy, Educational Psychology, Occupational Therapy, Child and Adult Mental Health Services, the School Nurse and other NHS services. 

Parents and staff will work closely together to determine the best support for a child and parents are always involved when a referral is made to any service mentioned above. For further details have a look at our Special Needs School Offer.

 

Ethnic Minority Achievement and English as an additional language

Equality for all underpins all of our Soho Parish Values.  It is very important to us that all pupils achieve their potential, regardless of ethnic and social background. 

We monitor our pupils and groups very carefully to ensure that no group is underachieving and are proud to say that in the last ten years all ethnic groups have achieved equally good progress. 

Ethnic Minority Achievement (EMA) falls under the remit of the Inclusion Co-ordinator and also covers all pupils who speak English as an additional language (EAL). 

55% of our pupils currently speak English as an additional language, so teachers incorporate techniques into every lesson to support these children.

 

Emotional Needs

Children must be happy and feel secure to learn.  We recognise this at Soho Parish and do our utmost to ensure pupils and families are adequately supported to ensure they can reach their potential. 

Our Learning Mentor supports pupils with emotional needs if they require more help than our classroom-based pastoral care can provide. 

Sometimes pupils may see the Learning Mentor for only a few weeks if they need personal space to speak about an issue that may be affecting their learning, whereas other pupils may work with her on a regular basis, including within the classroom, to ensure that they are able to manage their emotional needs. 

The Learning Mentor is trained in ‘Drawing and Talking’, a therapeutic intervention which takes place over 12 weeks and allows children to explore their emotions through drawing.

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