SEN

At the ICS we currently have many children that we would classify as having a Special Educational Need (SEN). So how is this defined?  ‘A child has special educational needs if they have a significantly greater difficulty in learning than the majority of children of the same age and/or have a disability which either prevents or hinders them from making use of educational facilities of a type generally provided in school for children of their age.’ (Taken from the UK Code of Practice for Special Educational Needs, 2001) The transient nature of our school population can also contribute to gaps in a child’s education, where previous school experiences may not have prepared them for the demands of the curriculum offered at the International Community School.

At the ICS we recognise that a percentage of our children may have a special need at some stage in their school career, and this may be cognitive, physical, social or emotional.  At the ICS we accept children who are identified as having mild to moderate special needs and the children are based in our mainstream classrooms.  We recognise that gifted children have special needs and we also aim to stimulate and provide challenge for these pupils.

We aim to offer an inclusive environment for children who fall within this very broad spectrum of needs. Our support must therefore be tailored to the individual needs of each and every child on our register.  Helping children to achieve their best within the classroom in whole class lessons, in small group settings or on a one to one basis is our daily goal.  Developing an independent and confident learner working to the best of their own ability in every task is our challenge. Across our primary school you will therefore find children who are supported in a number of different ways to access the curriculum to the best of their ability. 

1. Within the classroom. Some children who demonstrate a difficulty, gaps in their knowledge or a lack of confidence in some aspects of their learning are supported in class by the class teacher and the teaching assistant.  The class teacher plans work at different levels to match the ability and experience of all of their children whilst the teaching assistant is used to ensure that children are accessing the curriculum to the best of their ability, they may target a small group or individuals.  Children are grouped according to ability for Literacy and Numeracy which enables the class teacher to more accurately target their needs.

2. Learning Support Assistants (LSA’s). Some of our children receive support from an LSA.  This member of staff is employed to support children 1-1 in and outside the classroom, depending on the learning taking place. The learning activities are planned by the class teacher, the LSA’s support enables the children to access the learning to the best of their ability. This support can be full or part time depending on the nature of the child’s additional needs and may be offered in all or just a few subjects depending on the needs of the individual.  Sometimes this support takes place during the break times. The LSA’s meet regularly with our class teachers to feedback on the progress and achievements of the children they support.

3. SEN teacher. The ICS primary school employs a full time SEN teacher, Mrs. Judith Hamadeh.  One of the main aspects of her job is to teach children who have additional needs, these sessions are usually more practical and involve lots of speaking and listening work.  Children may work with Judith all through the year or, as they become more confident, their support from Judith is gradually reduced until they are independent enough to remain in class full time.  In addition to this Judith, in conjunction with Allan Williams our Special Needs Coordinator, manages our team of hard working and dedicated LSA’s.  She also meets regularly with parents and class teachers to review the progress of the children on our SEN register. 

At the ICS we are lucky to have a strong Primary team of class teachers who welcome children with learning difficulties into their class and support the Special Needs department in all the work that they do. 
We are also blessed with a body of primary school children who accept each and every child whatever their difficulties or challenges maybe. Friendships are one of the most important things that a child needs if they are to feel accepted and feel comfortable in their daily learning environment.