Inclusion (SEND)
Our exciting news to share, is that following a full day of assessment on Thursday 12th November 2020, we were accredited with the National Inclusion Quality Mark award. Inclusion promotes equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. Please click here to see our full feedback report.
On Friday 24th November 2021, we were re-assessed and we are really pleased to have kept our IQM Centre of Excellence accreditation. Our new report can be found here.
Yet again, we have kept our IQM Centre of Excellence Status when we were reassessed on Friday 24th February 2023. Well done Team Moorside! Our new report can be found here.
We are so exited to share that, following our Inclusion Quality Mark review on 19th March 2024, we have been recognised as a ‘Flagship School’ for Inclusion, and have been awarded this status after a rigorous assessment. Our new report can be found here.
Special Educational Needs and Disabilities (SEND) can affect a child or young person’s ability to learn. It can affect their:
- behaviour or ability to socialise, for example they struggle to make friends
- reading and writing, for example because they have dyslexia
- ability to understand things
- concentration levels, for example because they have ADHD
- physical ability
At Moorside Primary School and Nursery, we provide an inclusive education for all pupils with a wide range of needs by ensuring that learning is appropriate, fun and sufficiently scaffolded for them to succeed. In October 2018 Ofsted reported that: ‘Support for pupils who have a high level of need is effective because additional adults structure their learning well’, when they visited Moorside Infant School. At Moorside Primary School and Nursery, we see the uniqueness of every child and strive to deliver a curriculum to develop their specific needs. Our intent is for every child to develop the skills and knowledge they need to achieve their full potential as independent learners.
As specified in the Code of Practise 2015 we follow the ‘Assess, Plan, Do, Review’ cycle for children who are not making the progress we would expect.
Through careful observations, detailed assessment and an analysis of progress, staff will identify when a child requires additional support and plan to deliver additional or different provision that will support them to close the gaps in their learning and skills.
Our Special Educational Needs Co-Ordinators (SENCo’s) are: Miss M Ryder (Reception & Key Stage 1) and Mrs J Hunton (Key Stage 2). They can both be contacted via the school office.
We produce an annual report on our work with children with special educational needs or disabilities, alongside our SEND Policy. Please click on the links below to view these:
SEN Information Report: January 2024
Our SEND Provision Maps:
Social, Emotional & Mental Health Difficulties
English as an Additional Language (EAL)
The Children and Families Bill requires North Yorkshire to publish and keep under review information about services they expect to be available for children and young people with special educational needs aged 0-25. Please click the link below for North Yorkshire’s Local Offer:
