Inclusion
Further information about inclusion around Special Educational Needs and Disabilities can be found here.
We pride ourselves on our inclusive practice and our attitude towards including all children and adults in school life. Policies and relevant documentation around inclusion can be found at the bottom of this page.
We were recently recognised nationally for our inclusion and how we work with other schools to develop inclusive practices. Click on the image below to see our IQM Flagship award annual evaluation. It is a whole school acknowledgement about our approach and attitude towards inclusion across many areas of school life.
If you have any questions around any aspect of SEND, please contact Miss Moore, our SENCo (Special Educational Needs Co-ordinator) at - senco@kingsnorth.kent.sch.uk
Inclusion Quality Mark - IQM
We are extremely proud to have once again received National Accreditation from IQM for all our work towards inclusion.
Our latest reassessment was awarded in December 2024. This is reviewed annually over a three-year period.
Highlighting some comments in the report:
Kingsnorth Primary School has fostered a deeply inclusive environment that is evident through its policies, practices and everyday interactions within the school community.
One of the standout features of the school’s approach to inclusion is its focus on sensory needs and emotional regulation.
The school’s commitment to inclusivity is also evident in its broader community involvement. Parents describe the school as a "family," and the school actively works to ensure that all pupils, regardless of their needs, have access to events and activities.
The leadership team at Kingsnorth Primary is strongly committed to maintaining and growing this inclusive culture. Staff are supported through regular professional development (CPD) opportunities, particularly around understanding behaviour as communication and using restorative justice approaches.
In summary, Kingsnorth Primary School demonstrates a highly inclusive approach to how they support their pupils and maintain their Flagship Status with Inclusion Quality Mark. They endeavour to ensure that every pupil's individual needs are met through tailored support, thoughtful transitions and a community-driven culture. The school’s leadership, staff, and governors work collaboratively to create an environment where all pupils, regardless of their backgrounds or challenges, feel welcomed, supported and empowered to succeed.
Inclusion and Wellbeing support for our pupils
What is Inclusion in our school?
We welcome everyone into our school family. Kingsnorth C.E. Primary School endeavours to make available truly inclusive provision to ensure that all pupils, including those pupils identified with SEND, can enjoy and benefit from a broad and balanced education. We provide all pupils with access to the National Curriculum at an appropriate level, so that each pupil may achieve their full potential.
If you would like to discuss your child’s Special Educational Needs please contact the school office and make an appointment with the SENCO Miss Moore.
As a school we can access a range of services and multi-disciplinary professionals through the Aquila Trust and through LIFT (Local Inclusion Forum Team) process.
As a school we are working with Nurture UK www.nurtureuk.org to be recognised as a Nurture school, the Nurture Lead is Miss Moore and children are supported by Mrs Denne to enable children to be supported in a variety of ways which may include 1:1 time or small group work using a range of approaches to support children’s emotional and well-being needs. The Nurture work is underpinned by Boxall Profiles which assess the social, emotional and mental development of children. It provides an indication of a child’s strengths as well as any difficulties which could affect their learning.
At Kingsnorth Church of England Primary School we are part of the Balanced System www.thebalancedsystem.org which is a whole school strategic system approach to supporting children with a range of difficulties that primarily are in the speech, language and communication need type.
Kingsnorth Church of England Primary School offer support through our ELSA’s (Emotional Literacy Support) there is a recognised ELSA training course aimed specifically at Teaching Assistants in schools. Examples of things covered on the course are social skills, emotions, bereavement, social stories and therapeutic stories, anger management, self-esteem, counselling skills such as solution focus and friendship. The founder of ELSA, Sheila Burton, has her own website, www.elsanetwork.org where there is lots of information about the ELSA Role.
Please contact the Miss Moore if you would like to know more information about any areas of additional support and how to access the resources available to all children.
This is all underpinned by our School Values and our 5 Christian Values with run as a core strand through our school community and everything that we do.
We are very proud to be an Inclusion Quality Mark (IQM) school as a 'Flagship School'!. More information can be found on this by clicking on the logo above.
Special Educational Need and Disabilities
In this section of the website we will outline the changes to Special Educational Needs and Disabilities (SEN and D) and how this relates to children in Kingsnorth CEP School. We will outline how the new 'Special Educational Needs and Disability Code of Practice: 0 to 25' will put in place in our school and what it means for our children.
As of September 1st 2014 the new ‘Special Educational Needs and Disability Code of Practice: 0 to 25 years' for children with Special Educational Needs and Disabilities was introduced by the Government with statutory guidance for schools. This came about because of changes made to the ‘Children and Families Act 2014’.
A summary of the main changes to Special Educational Needs and Disabilities as a result of these changes can be found here.
To look at a copy of the Code of Practice please see below.
Part of the changes made include a requirement that all local Authorities produce a ‘Local Offer’, outlining what the Authority offer to support children with SEN and D. You can find this by clicking on the following link.
Our Accessibility Plan is reviewed every 3 years.
www.kent.gov.uk/education-and-children/special-educational-needs
As a school we are also required to set out our own ‘Local Offer’ stating what our school will do to support children with Special Educational Needs and Disabilities. This is in the new 'Special Educational Needs and Disabilities Policy and Information Sharing Report'. The link to this policy can be found below.
The definition of ‘Special Educational Needs’ is set out in the new code of practice and is:-
‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions’. (Special Educational Needs and Disability Code of Practice: 0 to 25 years, DfE 2014)
This is something we are continuing to develop across the whole school team across all age ranges as a support tool to aid the communication for all children and adults.
Being able to communicate is one of the most important skills we need in life. Almost everything we do involves communication; everyday tasks such as learning at school, asking for food and drink, sorting out problems, making friends and having fun. These all rely on our ability to communicate with each other.
Makaton is a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order.
With Makaton, children and adults can communicate straight away using signs and symbols. Many people then drop the signs or symbols naturally at their own pace, as they develop speech.