At CELT, we believe every learner should feel valued for who they are and be given the right support to thrive. We are committed to creating an inclusive community where all children are respected and supported, regardless of their needs, background or personal circumstances. This includes children with Special Educational Needs and/or Disabilities (SEND), as well as those who may face other challenges or barriers to learning.

At Lostwithiel Primary  School, inclusion is part of everything we do. We are a friendly, inclusive mainstream school where every child is treated as an individual and supported to learn, achieve and grow, both in school and in life. We are ambitious for all learners and work to remove barriers so that every child can fully participate in school life.

We work in close partnership with families, recognising that parents and carers know their children best. By combining this knowledge with our professional expertise, we ensure every child receives the support they need.

Our approach is aligned with the wider CELT Trust vision and the SEND Policy, ensuring a consistent and high-quality approach across all schools.

 

What SEND means

A learner has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.

This may mean they:

• find learning more difficult than most learners of the same age
• have a disability that makes it harder to access school in the same way as others

We support learners across four broad areas of need:

1. Communication and Interaction (C&I) – speech, language and communication needs
2. Cognition and Learning (C&L) – including dyslexia and dyscalculia
3. Social, Emotional and Mental Health (SEMH) – emotional wellbeing and behaviour
4. Sensory and/or Physical Needs – including hearing, vision or physical needs

 

Our Inclusive Approach to Learning

Teaching is a craft of intellect, empathy and purpose, shaped by knowledge, expertise and relationships. At Cornwall Education Learning Trust, we believe that great teaching deserves a framework that is as professional and enduring as the work it supports.

Our Learning Chronicles are designed to embody a library of academic research, built as a collection of volumes that educators can draw upon to refine, strengthen and shape their practice. They bring together the collective knowledge of expert staff from all of our schools, educational research and policy to create a body of shared understanding that all our educators can use as the basis for their practice. We know that when we teach with clear, evidence-informed and consistent strategies, our learners succeed.

We have four volumes to our CELT Chronicles:

1. Connect
2. Inspire
3. Generate
4. Empower

Each contains a wealth of strategies about aspects of teaching, including both belonging strategies designed to ensure all of our learners are able to be their best selves in our classrooms, and pedagogical choices that our educators will skilfully select to support our learners through their journey.

During a lesson, educators will draw upon knowledge and strategies contained in each of the volumes, moving between volumes. The greatest skill of any educator is selecting the most impact approach at any moment.

Our CELT Chronicles are held and supported by culture and routines, the foundation of exceptional learning. They are also underpinned by a drive to support those learners who require additional or different strategies to ensure they are successful.

The Adjustive Teaching Toolkit (ATT) sets out our adaptive strategies to support SEND learners and is crafted to link expertly to the strategies set out in our CELT Chronicles.

These approaches ensure teaching is:

• consistent
• inclusive
• responsive to individual needs

Every learner on the record of need has a Student Success Plan, developed with the learner and families, these are reviewed termly.

Leaders monitor the impact of these approaches to ensure they are effective and make a real difference to learners’ progress and wellbeing.

 

How We Identify and Support SEND

We work closely with families from the earliest stage.

If concerns arise, we follow a graduated approach:

• High-quality teaching – initial support through adaptive teaching
• SEN Support – targeted support with clear outcomes and regular review
• Education, Health and Care Plan (EHCP) – for learners with more complex needs

We follow the graduated approach (assess – plan – do – review cycle), working in partnership with families at every stage.

 

 

Working with Families

We believe strong relationships with families are key.

We:

• involve parents and carers in planning support
• meet regularly to review progress
• communicate openly and honestly
• signpost to additional support where needed

If you have concerns, we encourage you to speak to your child’s class teacher or contact our SENDCo.

 

Supporting Transitions

We know that changes can be challenging.

We carefully plan transitions, including:

• starting school
• moving between year groups
• moving from primary to secondary

We work with families and other settings to ensure support is in place before any transition happens.

 

Safeguarding and Inclusion

We recognise that some learners, including those with SEND or those facing disadvantage, may be more vulnerable.

All staff receive regular safeguarding training and understand how to:

• recognise additional risks
• provide appropriate support
• ensure every child feels safe and included

We are committed to high expectations and ambition for all learners, including those who may face additional challenges.

 

Reviews and Monitoring

Learners receiving SEN Support or with an EHCP have regular reviews.

• Termly meetings with families and teachers
• SENDCo involvement in EHCP reviews
• Ongoing monitoring of progress and provision

We also work with external professionals where appropriate.

 

Cornwall Council SEND Local Offer publishes on its website a Cornwall SEND Local Offer setting out a wide range of information about the specialist services, schools, colleges and organisations that can provide support and information for families of children and young people with SEND. It explains the procedures for requesting an assessment for an Education Health and Care Plan (EHCP). You will also find information about:
 

• Where to go for advice and guidance on SEN and Disability matters.
• Leisure activities for children with SEND.
• Arrangements for resolving disagreements and mediation.

 

Further Information