One of the greatest challenges facing schools is the provision for appropriate learning opportunities for all pupils. Within schools there are pupils who experience barriers to learning as a result of their disability, additional needs and social grouping.
We, as a school, are responsible for ensuring that all pupils have the opportunity to succeed, whatever their individual needs and the potential barriers to their learning may be.
SENCO: Mrs E Price
If you have any concerns about your child then the Special Educational Needs Co-ordinator (SENCO) will:
Form Tutor, Class teacher, Pastoral Support Team
You can also speak to your child’s Form Tutor, Class teacher or any member of the Pastoral Support team. They will pass on any concerns to the SENCO.
On-going monitoring takes place by students’ teachers to identify students who are not making progress and/or who have behaviour needs which are affecting their ability to engage in learning activities. After discussions with key staff and parents, additional support may be provided. This could be in targeted small group and/or individual support to help overcome any difficulties. The views of the student or young person about their support will be given consideration at this stage. This additional support is documented in a Person Centred Plan, a Provision Map Profile or a School Support Plan. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each student’s strengths as well as their difficulties. In some cases, teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood. Formal review meetings are held as required. Parents, relevant external agencies and when appropriate, students are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referrals to external agencies. The outcomes of these meetings will be formally recorded. If your child is continuing to have significant difficulties, further external expertise may be requested.
For some students additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The SENCO will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.
Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual student’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.
Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.
Progress Mentors are used flexibly to help groups and individual students with a long term goal of developing independent learning skills. Monitoring takes place to avoid students becoming over reliant and dependent on this adult support.
Access to learning support staff
Strategies to support and develop literacy
Strategies to support/develop numeracy
Provision to facilitate and support access to the curriculum
Strategies/support to develop independent learning
Strategies to support the development of students’ social skills and enhance self-esteem
Strategies to reduce anxiety/promote emotional wellbeing
Strategies to support/modify behaviour
Support/supervision at unstructured times of the day
Personal and medical care
Access to strategies/programmes to support occupational/physiotherapy needs
Access to modified equipment and ICT
Access to the school building
Access to activities outside the classroom/school trips
The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
Liaison and Communication with Professionals and Parents
Access to Medical Interventions
Children and young people with SEND can become particularly anxious about “moving on” so we seek to support successful transition by:
When moving to another school: We will contact the School SENCO and share information about special arrangements and support that has been made to help your child achieve their learning goals.
We will ensure that all records are passed on as soon as possible.
When moving groups/forms in school: Information shared with new teacher.
In year 6 - 7 transition: The SENCO will attend the Primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.
In some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.
An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEND.
Our SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support students with SEND.
The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for students who have the most complex needs.
Our SENCO has the National Award for Special Educational Needs Coordination.
FURTHER INFORMATION about support and services for students and their families can be found in: