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Special Educational Needs (SEN)

At Samakee, we place great importance on identifying special educational needs (SEN) early so that we can help children as quickly as possible. Once it has been decided that your child has SEN, staff working with your child take into account the Samakee SEN Policy. The policy describes how we help children with special educational needs at Samakee through a step-by-step or graduated approach.

Our graduated approach recognises that children and young people learn in different ways and can have different kinds or levels of SEN. So increasingly, step-by-step, specialist expertise is brought in to help our school with the difficulties that a child may have.

If your child does not seem to be making enough progress or needs a lot more extra help, the school may contact parents so that an assessment can be carried out for your child by a Developmental Paediatrician at Merak Clinic. This is only required for a very small number of children and is only necessary if the school cannot provide all the help that your child needs. It is usually only required for children who have the most significant and long-term special educational needs which need a very detailed assessment.

The approach may include:
an individually-designed learning programme
extra help from a learning support assistant who may be assigned to your child. This occurs if it is decided by the multidisciplinary team that your child is unable to access the curriculum independently. The decision is reached and agreed on by all people working with the child.
being taught individually or in a small group for regular short periods
drawing up a personal plan in liaison with Merak and or our Inclusion Leader, including setting targets for improvement, regular review of progress before setting new targets.
Merak HomeSchool meetings with parents, carers, Merak therapists and teachers who work with your child.

Middle School

A group of young soccer players standing together on a grassy field, their arms raised in celebration.
St. Andrews Samakee : Nurtured in a Family Setting

Our small child-teacher ratio ensures that the talents and individual needs of every child are recognised and celebrated. We foster a friendly, family atmosphere where courtesy, security, and personal flourishing are paramount.

A young boy in a blue shirt is kneeling on the ground, interacting with a large tortoise in a natural outdoor setting surrounded by trees and other vegetation.
St. Andrews Samakee : Critical Thinkers Ready for Upper School

We challenge students to think critically and take greater responsibility for their learning. A balance of support, challenge, and enrichment prepares them for a seamless transition to Upper School and beyond.

A group of young students, wearing blue uniforms, are gathered around a computer, engaged in what appears to be a collaborative learning activity in a classroom setting.
St. Andrews Samakee : UK Curriculum at its Best

We deliver the UK National Curriculum through Enquiry-Based Learning (EBL) in Key Stage 1 (Years 1-2). This approach puts the child at the centre, encouraging them to investigate, problem-solve, and explore subjects with curiosity.

The curriculum is outstanding throughout the school. It meets the requirements of the framework for the Early Years Foundation Stage and the National Curriculum for England for Primary and Key Stage 3.

- ISQM Accreditation Report May 2018

At St. Andrews Samakee we refer to children from ages 5-10 years as Middle School children or Key Stages 1 and 2.

 

Middle School covers Years 1 to 5. It is during these years that the children consolidate and build upon the skills that they began acquiring in the First School. Our curriculum is based on the UK National Curriculum and our dedicated teachers inspire and challenge children to achieve their personal best.

Two children dressed in colorful, whimsical costumes stand in a festive, lively setting.
A group of children are engaged in a hands-on activity, with an adult guiding them, in what appears to be a classroom or educational setting.
A young boy enthusiastically playing the drums on a stage with colorful flags and banners in the background.
A group of young students are gathered around a table, engaged in a collaborative learning activity involving various colored blocks and shapes.
A young boy in a blue shirt is closely examining something with a focused expression on his face, against a gray background.
A young girl with long dark hair is standing in a bookstore, holding a basket filled with colorful books, surrounded by shelves of books in the background.
Two young children, a boy and a girl, are sorting through a box of various items, likely engaging in a sorting or organizing activity.
A group of children in colorful shirts are gathered around a model of a mountain landscape in a classroom setting.
An elderly woman in a pink shirt is sitting next to a young girl in a blue shirt, both of them focused on a piano keyboard and sheet music in front of them.
Young children in red shirts are playing with colorful plastic cups and toys in a classroom setting.
Two young students, a boy and a girl, are working together on a project or activity at a table in what appears to be a classroom or educational setting, with shelves and other classroom materials visible in the background.
A group of students sitting in a classroom, using laptops and interacting with a large screen display at the front of the room.
A young boy in a red shirt is carefully stacking colorful cups on a table, while another person can be seen in the background.

At St. Andrews Samakee, we value and nurture individual needs.

At the same time, a small child-teacher ratio ensures that the talents of every child are recognised, fostered and celebrated in a caring yet challenging environment. Courtesy and thoughtfulness towards others are emphasised through-out the school and the friendly, family atmosphere ensures that each child flourishes and feels secure.
 

Middle School Curriculum