SEN and Inclusion

The Governors and staff at Nightingale recognise that all teachers are teachers of children with special educational needs. In order to fulfil Nightingale’s School Aims, teachers will work:

  • To enable children with SEN to maximise their attainment and progress
  • To identify and meet the needs of children with special educational needs
  • To provide access to a broad and balanced education
  • To include children with SEN effectively alongside their peers
  • To secure the greatest possible degree of partnership with parents of children with SEN
Our Special Needs Co Ordinator (SENCO) is Veronica Benjamin.
Below is a link to our SEN policy and Nightingale Primary School’s local offer, which outlines the SEN provision offered at our school.

We endeavour to identify pupils’ needs as early as possible. We assess these children and set up programmes of work accordingly. We expect to work closely with parents.

New SEN guidelines

The new draft SEN guidelines define SEN as:

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.  A child of compulsory school age or a young person has a learning difficulty or disability if they:

  • Have a significantly greater difficultly or disability in learning than the majority of others of the same age: or
  • have a disability which prevents of hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

If a learner is identified as having SEN, at Nightingale we aim to provide additional or differentiated provision that will enable them to overcome the barriers to their learning.

Additional support

In addition to the above, we provide one to one support to identified pupils, run interventions during the school day to target groups of pupils who have been identified as requiring additional support and offer one to one mentoring sessions to support pupils with their emotional well being and their social development.  An educational psychologist makes regular visits to school to provide advice to staff and support for any child with more severe special needs. We also work closely with behaviour specialists, speech and language specialists and have a school nurse who visits the school on a weekly basis.

Gifted and Talented

Pupils who display the potential for or demonstrate high levels of performance in an academic area are classified as gifted

Talented pupils display specific ability in non-academic areas.

• Physical Talents: sports, games, dexterity;
• Visual or Performing Ability: dance, drama, movement;
• Mechanical Ingenuity: Construction, object assembly / disassembly, Problem-solving;
• Outstanding Leadership: Sound judgements, Organisational ability, Outstanding team member;
• Social awareness: Sensitivity, Empathy;
• Creativity: Artistic, Musical, Linguistics.

Identification of pupils as gifted or talented is a judgement which applies to our class or school’s context and not in comparison with any other class or school and refers to the current level of performance only. This means that ‘at this time a specific child is showing ability in a particular area’. The school recognises this and will try to foster this ability where possible.

See the link below to the Hackney Local Offer website for more information about the services available for 0-25 year olds with Special Educational Needs or Disabilities.