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| Teacher responsibility, with SENCO support |
| Differentiation is especially important for those children identified as having special needs. |
| Short term planning sheets should include any details of differentiation of activities (task / outcome) and (group / individual) reorganisation, if necessary. Even those tasks differentiated by outcome, may still need further consideration for children with special needs. |
| Modification and disapplication from National Curriculum Programmes of Study will be applied for, if necessary, by the SENCO in consultation with the Headteacher. |
| All special needs pupils will have access to activities offered to pupils who do not have special needs. This includes all out of school activities, and if appropriate a CSA (Classroom Support Assistant) will support special needs children in the activity. |
| All special needs pupils will have access to a broad and balanced curriculum, which, unless more appropriate, will be taught in the classroom. |
| The SENCO has the responsibility for the deployment of CSAs and will monitor the support provided by the CSAs, keeping a weather eye on CSA standards developed in school. |
| Termly meetings will be held with CSAs to discuss whole school or individual issues as well as any training needs. |
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