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Inclusion and SEND

Who is the named SEND contact?

Our SENDCO is Mrs Neil.  She can be contacted via the main office, by phone - 020 88009305, or by email 

At St Mary's Priory, we believe it is essential to provide a well‐balanced, challenging curriculum for all pupils. Inclusion looks at the needs of all pupils including children with specific learning difficulties such as dyslexia, pupils with emotional and behavioural difficulties, EAL pupils (English as an Additional Language) and pupils considered to be More Able.

We recognise, respect and value difference and understand that diversity is a strength. We take account of differences and strive to remove barriers and disadvantages which people may face in relation to disability, ethnicity, gender, religion, belief or faith and sexual orientation. We believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit the school.

Our aim is to provide all children with the best possible outcomes in preparation for life‐long learning. We believe it is important that children acquire skills, knowledge and confidence that can be applied to all future learning experiences, including social, physical and spiritual development. We endeavour to raise aspirations and expectations for all pupils by working in partnership with parents/carers and listening to our pupils.


We want all members of our school community to feel a sense of belonging within the school and wider community and to know that they are respected and able to participate fully in school life. We are committed to giving all of our children every opportunity to achieve the highest of standards. Inclusion underpins all our school policies but the following are an integral part of our school vision and values:

· To ensure equality of opportunity for all our pupils in all areas of school life.

· To ensure that individual strengths are recognised and all pupils achieve their potential.

· To remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils.

· To ensure that all staff are aware of the systems and procedures in place within the school in order that all children have the opportunity to make progress.

· To use whole school assessment procedures to track the progress of groups of pupils and identify strengths and weaknesses amongst the following groups:

-girls and boys;

-disadvantaged pupils (Pupil Premium)

-ethnic groups;

-children who need support to learn English as an additional language;

-children with special educational needs;

-children with disabilities or medical needs

-gifted and talented children;

-children who are at risk of disaffection or exclusion.

What we offer

In order to put this vision into practice, we offer the following to our pupils and parents:

· Investment in technology to ensure pupil premium pupils, those with English as an additional language and pupils with special educational needs have devices accessible to take home during the weekends and holidays for educational support activities.

· A speech and language therapist to support pupils with early language skills.

· Specialist teacher support for pupils with special educational needs. This includes individual timetables and support plans where necessary.

· Support from the Haringey Learning Partnership, who provide support to children who may find managing their behaviour and regulating their emotions challenging. 

· In-house art therapy sessions

· An investment in a broad range of intervention programs, including Nessy, which allows pupils and parents to access educational activities from home.

Useful documents: