Benjamin Franklin

SEN Policy

Purpose of Policy

The Education Act 1996 says that a child has special educational needs (SEN) if they have a learning difficulty which calls for special educational provision to be made or them. Everyone at Impact Mentoring is committed to providing the conditions and opportunities to enable any child with SEN to be included fully in all activities of Impact Mentoring.

Special educational need is defined as:
A learning difficulty means that the child either:
a) has significantly greater difficulty in learning than the majority of children of the same age
b) has a disability, which either prevents or hinders the child from making use of the educational facilities which are provided for children of the same age in a mainstream school

Special educational provision means educational provision, which is additional to, or different from, the provision made generally for children of the same age in a mainstream school.

Activity of Impact Mentoring
In order to meet the special educational needs of our children at Impact Mentoring we must:
• identify those children who have SEN.
• provide training and learning at a suitable level when a child is identified as having SEN.
• use a variety of teaching styles, and cater for different learning styles to allow children with SEN to access Impact Mentoring activities.
• use resources effectively to support children with SEN.
• inform and involve the parents of children with SEN so that we can work together to support our children.
• encourage active involvement by the children themselves in meeting their needs.
• provide ongoing training for all staff working with children with SEN.
• support the Every Child Matters agenda within the school.

Impact Mentoring SEN policy is written in conjunction with Child Protection and Safeguarding, Behaviour Management and Data Protection/Confidentiality policies.

Start date of policy date: 12th December 2014

Policy review date: 12th December 2015

Wayne Cockram
Managing Director
Impact Mentoring