Inclusion (SEND)

At Moulton, we recognise that all children are individuals, each with their own strengths and difficulties.  We aim to teach children in the way that best supports their learning and this means that all children, from the most able to those with additional difficulties and needs, can achieve their full potential in our school.

When children do experience difficulties in their learning, staff work closely with our Inclusion Team and parents, as well as appropriate outside agencies, to meet children’s needs.

Miss Lucy Wallis is the school Inclusion Manager and is happy to meet with parents to discuss concerns. Please make an appointment through the school office. 


What are Special Educational Needs (SEND)?

A child or young person 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 and young people of about the same age.

Schools can help most children and young people overcome barriers to their learning by making simple adaptations to an activity or additional providing resources to assist them with their learning.   Some children will need extra help for some or all of their time at school, in one or more areas of their learning.  When considering progress rates: we always look at a child’s starting point in their early years education and track progress upon the expected norms from this point.

So, special educational needs could mean that a child or young person has:

  • learning difficulties – in acquiring basic skills in their learning
  • social, emotional or mental health difficulties –this could involve difficulties making friends/ relating to adults / regulating their emotions or behaviour, behaving or difficulties with their mental health
  • specific learning difficulties – with reading (phonics), writing, maths or understanding and processing information
  • sensory or physical needs – such as a hearing impairment/visual impairment, physical difficulties which might affect them accessing their learning, or a sensory overload in one or more area
  • communication problems – in expressing themselves or understanding and processing what others are saying
  • medical or health conditions – which may slow down a child’s or young person’s progress and/or involves treatment that affects his or her education.

Children make progress at different rates and have different ways in which they learn best. Teachers take account of this in the way they organise their lessons and teach. Children and young people making slower progress or having particular difficulties in one area may be given extra help or different lessons to help them to succeed.

If a child is making slower progress than expected, or the teachers are providing different support, help or activities in class, it does not automatically mean that a child has special educational needs.

Please click the links in the left hand sidebar to view our latest Inclusion Policy, that also incorporates the Special Needs Information Report.

Information on where the local authority’s local offer is published.