West Malling CE Primary School
Content Slideshow
Inclusion & Equalities
At West Malling CE Primary School, we pride ourselves in our inclusive, community focused environment where all children are treated with respect and integrity.
As a Church school, and a school that is home to a thriving speech and language specialist teaching centre, we are wholly inclusive. We welcome children of all faiths, backgrounds and ability.
The McGinty Speech & Language Centre SRP
At West Malling CE Primary School, including the McGinty Speech and Language Centre, children build up trusted relationships with staff and peers and are encouraged to become independent learners and thinkers. Children with a special need or disability are treated in the same way and staff work hard to ensure that all children are included in every single subject and area of the daily curriculum.
Mrs Hawken is our SENCO and Inclusion Leader, she works with teachers and TAs to ensure barriers to learning are minimised and overcome through quality first teaching. Mrs Hawken works with staff to identify pupils’ individual needs, and the most appropriate means of supporting them.
Some children may be placed on our SEND register, according to our SEND Policy.
If a child is on our SEN Register, then a plan of provision, enabling a child to achieve the best possible outcomes, is put into place. This plan is then reviewed 3 times a year using the assess, plan, do review process. More information on how we can support pupils can be found here Mainstream Core Standards guide for parents.
In the SEND Code of Practice, there are four broad areas of special educational need. 
The Code of Practice states that 'Many children and young people have difficulties that fit clearly into one of these areas; some have needs that span two or more areas; for others the precise nature of their need may not be clear at the outset.'
Cognition and Learning
Cognition and Learning can cover a range of needs. Children are identified as having cognition and learning needs if they have difficulties with literacy and numeracy or if their levels are significantly below age related expectation.
Specific Learning Disability
A specific learning disability is defined as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” This disability category includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia (a type of language disorder).
A specific learning disorder is a relatively new classification that groups together reading-related (Severe and Persistent Literacy Difficulty such as dyslexia) and math-related (dyscalculia) disorders under a single umbrella. When a child is diagnosed with a specific learning disorder, the particular areas of impairment are described as part of the diagnosis.
A learning disability affects the way a person understands information and how they communicate. This means they can have difficulty:
understanding new or complex information
learning new skills
coping independently
Communication and Interaction
Communication and Interaction can encompass a lot of needs and difficulties that a child may have such as Autism and Speech, Language and Communication Needs.
Speech and Language
You will find lots of additional videos and resources by clicking on the icon below including all the actions for Cued Articulation which supports speech production.
What is Autism?
Autism: The positives
Physical and/or sensory needs
Physical and/or sensory needs can include hearing impairment, visual impairment, physical disabilities and sensory processing difficulties.
Social, Emotional and Mental Health
What is ADHD?
Attention deficit hyperactivity (ADHD) is a complex condition which can affect a child's concentration, behaviour and learning; it can also impact upon a child’s emotional wellbeing.