Special Educational Needs

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KES takes a whole school inclusive approach to students with special educational needs, working to help every child achieve their Personal Best, whatever individual abilities or needs they may have.

A child has special educational needs (SEND) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children of about the same age.

Many children will have special educational needs of some kind during their education. Schools and other organisations can help most children overcome the barriers their difficulties present quickly and easily. A few children will need extra help for some or all of their time in school.

So special educational needs could mean that a child has difficulty with:

  • Communication and interaction in expressing themselves or understanding what others are saying.
  • Cognition and learning- in acquiring basic skills in school. (Reading, writing, number work or understanding information).
  • Social emotional and mental health – making friends or relating to adults properly or any other aspect that may affect mood, behaviour or thinking.
  • Sensory and/or physical needs – which may slow down a child’s progress and/or involves a treatment that affects their education.

Children make progress at different rates and have different ways in which they learn best. Teachers at KES take account of this in the way they organise their lessons and teach - using a range of strategies to ensure all students can access the curriculum. Children making slower progress or having particular difficulties in one area may be given extra help or different lessons to help them succeed.

KES has two Special Educational Needs Co-ordinators (SENCOs) who are responsible for the management of provision and /or support for identified pupils with SEN. They work closely with a team of dedicated SEND staff to support teachers and enable them to provide appropriate provision for children in their class with SEND.

The school makes provision in accordance with the Code of Practice (2015), the SEND and Disability Act (amended 2015); Index for Inclusion (updated 2016) the Discrimination and Disability Act (2010), the Children & Families Act (2014).  KES’s SEND policy and practice aim to reflect these principles. The school’s SEND policy can be found in the School’s Policies and Procedures section on this website. 

For more information on SEN, please visit the following websites:






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