|Date reviewed:||September 2018|
|To be reviewed by:||James Hatton (SEN Co-ordinator)|
The school accepts the principle that students’ needs should be identified and met as early as possible. The SENCO works closely with the Data Manager and the Directors of Performance, Standards and Quality at Key Stage 3 and 4 using whole school tracking data as an early identification indicator using a range of data including:
KS2 test results and teacher assessments
P Levels, used in accordance with QCA guidance, monitor the progress of students working below National Curriculum Levels.
A number of additional indicators of special educational needs are used:
Derby City SEN criteria
Teacher concern forms
Individual student progress tracked over time
Liaison with partner school schools on transfer
Information from previous schools
Information from other schools
The SENCo maintains a list of students identified through the procedures listed. This list is reviewed and updated each term. A detailed analysis of the list takes place each year.
For some students the school may undertake a more in depth individual assessment which may include:
Reference to reports from outsides agencies, such as Educational Psychologists
Testing provision for access arrangements
Testing and provision for materials to support students, for example coloured overlays for students with dyslexia, magnifiers for students with visual impairments.
Curriculum Access and Provision
In order to meet the Learning needs of all students, teachers differentiate work. They plan their teaching to meet individual learning needs and they mark work and plan homework effectively. Where students are identified as having special educational needs, the school provides for these additional needs in a variety of ways with provision for students being related specifically to their needs. A provision map records a graduated response for individuals.
The range of provision includes:
In class support for individuals and small groups with an additional teacher or Teaching Assistant (TA)
Small group or individual withdrawal with Teaching Assistant or Learning and Behaviour Mentor (LM)
Further differentiation of resources
Study buddies/cross age tutors
homework /learning support club
Wave 3 intervention
Deployment of extra staff to work with the student
Provision of additional adult time in devising interventions and monitoring their effectiveness
Staff development/training to undertake more effective strategies
Access to Specialist Teaching and Educational Psychological Services STePS or other support services for advice on strategies, equipment, or staff training
Effectiveness– Monitoring Student Progress
Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:
Narrows the attainment gap between students and peers.
Prevents the attainment gap widening.
Is equivalent to that of peers staring from the same baseline, but less than the majority of peers
Equals or improves upon the student’s previous rate of progress
Ensures full curricular access
Shows an improvement in self‐help and social or personal skills
Shows improvements in the student’s behaviour
The name and contact details of the SEN co‐ordinator
In order to maintain and develop the quality of its provision, the school ensures staff are given the opportunity to undertake appropriate training:
The SENco is a qualified teacher, holds an MA in Special Educational Needs and Inclusion, the National Award in SEN Coordination and a Level 7 Diploma in dyslexia qualification.
Two Teaching Assistants hold Higher Teaching Assistant qualifications.
Two assistant SENcos.
SENco network meetings.
All TA's have complete Level 1 ASD training.
Teaching Assistant Network meetings
LA training, for example ‘Using P Scales’ and ‘Bereavement and Loss’ training
Staff training on supporting students with hearing and visual impairment.
Specialist network groups, for example supporting Autistic students in school.
In school training for all staff on ‘Differentiation’ and Personalised Learning’.
Higher Level Teaching Assistant training.
Equipment and facilities
The school has Teaching Assistants who provide support in lessons for students and programmes of intervention, which provide assistance with literacy and numeracy. The Learning Centre is used as a base to provide intervention and is also used as a homework/study support club before school, during breaking, lunchtime and afterschool.
The school is an Enhanced Resource School and has the following special facilities:
Intervention Group run by a qualified teacher
Qualified School Nurse
Qualified School Counsellor who works 1:1 with students with Emotional Literacy needs.
The school is committed to working in partnership with parents and carers by:
Keeping parents and carers informed about SEN provision and giving support during assessment and any related decision making process
Working effectively with all other agencies supporting students and their parents
Giving parents and carers opportunities to play an active and valued role in their child’s education
Making parents and cares feel welcome
Ensuring all parents and carers have appropriate communication aids and access arrangements
Providing all information in an accessible way
Encouraging parents and carers to inform school of any difficulties they perceive their child may be having or other needs that the school will listen and act appropriately
Instilling confidence that the school will listen and act appropriately
Focusing on the student’s strengths as well as areas of additional need
Making parents and carers aware of the Parent Partnership Services. This information will be includedin the Information for Parents Handbook sent to parents each year.
If there are any complaints relating to the provision of students with SEN these are dealt with in the first instance by the SENCo and then the Head. The Chair of Governors will be involved where necessary. In the case of an unresolved complaint, the LA may be involved.