At Shotton Primary School we are rightly committed to equality. We are committed to the equal inclusion of all pupils in all areas of primary school life. We recognise the diverse and individual needs of all pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND). 

 At Shotton Primary School we will endeavour to ensure that all pupils, regardless of their specific needs make the best possible progress and achieve the best possible outcomes, socially and academically no matter what his/her background or personal circumstances.  

At Shotton Primary School we see that by working together we can achieve more. We are committed to the highest possible standards of teaching and learning, providing the best possible outcomes and opportunities for all of our pupils, irrespective of their abilities and individual needs. ​​​​​​​

Access to Teaching, Learning and the Curriculum for Every Child

Our approach as a school is integral to the success of delivering the statutory curriculum for our children. All children including children with special educational needs and/or disabilities should reasonably expect:

• A broad and balanced curriculum.

• An appropriate range of teaching and learning styles.

• Differentiated materials, both for reinforcement and extension.

• Where appropriate a SEN support plan which follows the 'Plan, Do and Review' model of best practice.

• Appropriate access to ICT, equipment and specialist resources and advice for staff and parents/carers.

• Appropriate additional in class support at the point of need.

• Appropriate additional out of class support at the point of need.

• Appropriate flexible groupings (including small group work).

• A supportive curriculum which ensures that children acquire necessary basic skills to enable them to make a positive contribution.

• The appropriate use of rewards and sanctions.

• Mentoring and counselling.

• Access to extra-curricular activities.

• Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.