Special Educational Needs (SEN)
The SEN Co-ordinator (SENCo) is responsible for the co-ordination of SEN provision.
Responsibilities of the SENCo include:
- liaison with outside agencies
- sharing strategies and suitable resources with teaching staff
- organising and providing training for teachers
- collating and gathering information about pupils’ progress
- contributing to and monitoring individual education plans
- arranging suitable multi-disciplinary approaches for SEN pupils
- responding to requests for advice from teaching staff
Classroom assistants will assist in the teaching and learning of our SEN pupils, minimising barriers to learning. Good practice includes assisting in developing independence of the pupil, monitoring pupils’ progress, promotion of self-esteem and emotional wellbeing, as well as facilitating classroom learning.
Those pupils who require additional literacy support can benefit from individual, as well as group withdrawal. Provision includes working with numbers, working memory, visual aids, high frequency words, Accelerated Reader Programme.
Pupils who present with SENs may benefit from such Additional Support as:
- In class support system put in place by individual classroom teachers
- Literacy/Numeracy and Behavioural individual education plans
- Access Arrangements (where applicable)
- Outside agency support (where applicable/available)- (Educational Psychology, CAMHS, EA advisors, Ardmore Behaviour Support)
- Differentiation within the classroom, teaching strategies to complement pupils’ individual learning styles-specialist SEN teachers who teach pupils in smaller class setting-focusing on developing literacy and numeracy skills
- Weekly Literacy Support in small group setting
- Coping strategies
- Assistive technology (ICT support)
- Time out cards/ De-escalation strategies/ tools
Our aim in learning support is to ensure all pupils achieve their full potential in an encouraging environment where they feel safe and valued.
Parents and Partnership
We believe we can best meet pupils’ needs when working in partnership with parents and actively welcome their input and support.
Special Curriculum Arrangements
Years 8 - 10
On entry, pupils are banded using:-
- Key Stage 2 results
- Liaison Teacher’s interviews with the primary schools
- Standardised Test results in English and Maths.
All pupils receive Reading and Literacy Support during the important first year with some pupils receiving numeracy support. Support will continue in years 9 to 11 for some pupils as appropriate.
Years 11 and 12
Pupils follow examination and assessment courses in a variety of subjects. In order to accommodate the individual needs of each pupil, we strive to ensure as wide a range of exam entry as possible, with both academic and vocational courses.
Access Arrangements including extra time, reader, scribe etc are available for both Key Stage 3 and Key Stage 4 pupils who have been identified as experiencing difficulties.
Access arrangements are “reasonable adjustments” for pupils who have a disability or a special educational need that has a substantial effect on their performance in exams. Access arrangements are based on need and must reflect the pupil’s normal way of working on a regular basis in taking tests and exams as observed in school over a period of time.
The Joint Council for Qualifications (JCQ) regulations state that schools must be able to demonstrate a history of need and consistent use of reasonable adjustments to support formal applications for a pupil’s access arrangements.
Communication Resource Centre
Our CRC provides pupils who have a statement of language and communication difficulties with the full time support of a designated specialist form teacher and classroom assistant.
Pupils are supported in mainstream classes or withdrawn for one to one or small group teaching depending on their individual needs.
The CRC also provides support for pupils who experience difficulties with social interactions and facilitate a homeroom for each year group during potentially stressful times at break and lunch.