At Barcombe CE Primary, we are passionate about inclusion. We pride ourselves in creating an Inclusive learning environment and providing appropriate provision for all children to succeed. Class teachers are responsible for the learning and progress of all children in their class. This entails meeting children’s needs through quality first teaching, personalised planning and resourcing and differentiation through levels of support, expectations of outcome, resources or activity.
To read more about what this looks like in our school, please read our SEND Information Report and SEND policy on this page.
Our SENCo Ms Shannon has undertaken the National SENCo Award (Postgraduate Diploma in Special and Inclusive Education). She works closely with our committed staff team and specialist services to ensure that children get the academic and pastoral support they need to reach their full potential.
Please read our SEN Information Report and SEND policy, and if you would like more information. Please contact Ms Shannon at firstname.lastname@example.org
Ms Shannon works 2 days per week as our SENCo, so for urgent queries please contact the Head of School Miss Ross via the office.
Guidance to accompany the East Sussex County Council (ESCC) Special Educational Needs Matrix. Mainstream schools Matrix The ESCC SEN Matrix is an East Sussex County Council framework drawn up by the Inclusion, Special Educational Needs and Disabilities (ISEND) Services in collaboration with staff working in educational settings across the County, Children’s Integrated Therapy Services (CITS) and parents and carers. It is designed to:
• Provide a shared understanding for schools, the Local Authority, parents/carers, and services such as Health and Social Care, about how to identify the Special Educational Needs of children and young people
• Provide guidance on provision and resources recommended to meet these needs, and to facilitate educational progression
• Support development of knowledge and understanding about SEND
• Contribute to the development of good SEN and inclusive practice (‘build capacity’)
• Provide a framework from which the Local Authority and its moderation partners will make consistent decisions about funding levels for children to facilitate their educational progression.