At Trinity we acknowledge children’s individuality in learning, both in the way that they learn (visually, practically, etc) and in the speed they learn. We are committed to providing excellent experiences that cater for each and every child.

Some children will require extra individual or small group help and may require an Individual Education Plan (IEP). These are written by the class teacher and contain small, personalised, achievable targets. The children's progress towards these targets is shared with the parents half termly.  

At Trinity, we have a commitment to ensuring equal access to the premises and the curriculum, for those who use a wheelchair or who are disabled in anyway. Our school is well equipped for meeting a variety of needs, both in terms of support staff, special equipment, and targeted learning resources. We work closely with a variety of external support services, providing a partnership which gives the very best opportunities for each child. We have, for example, worked closely with the Hearing Impaired Service and have modified our buildings to make better provision for children using hearing and radio aids. The school’s SENDCo (Special Educational Needs and Disabilities Co-ordinator) manages provision for the appropriate inclusion of every child. 

Our Special Educational Needs Co-ordinator (SENDCO) is Mrs R Peckham 

SEND Code of Practice

The school follows the statutory guidance contained in the SEND Code of Practice 0-25 years, January 2015.  The Code of Practice explains that;

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

A child has a learning difficulty or disability if they have significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders them from making use of the educational facilities provided for children of the same age in schools.

Please click the link below to find more information.