SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
The department is situated in the Overpool building.
The department has a Learning Support Office, SENDCO Office, teaching and assessment room (D2), Quiet Room (D3) and an Emotional Literacy Intervention/Safe Space room (D4).
Mr Davies, the SENDCO has significant experience in this role and has worked as a teacher in mainstream and specialist provision for over twenty years. This is a full-
The department has fourteen scale five Teaching Assistants (TA’s), led by a TA Manager (Mrs Maddocks) who is responsible for the deployment and training of the TA’s and coordinating interventions. There are also five scale six TA’s who have a departmental specialism. They are:
Mrs Roberts – English
Mrs Clare – Humanities
Mr Thompson – Mathematics
Mrs J. Dean – Modern Foreign Languages
Mr Spracklen – Science
The department also has a specialist SEND teacher (Ms Harvey) and a SEND administrator (Mrs Arathoon), who is also responsible for Irlens assessment.
OUR APPROACH TO IDENTIFYING AND MEETING THE NEEDS OF STUDENTS WITH SEND
The department assesses each student’s skills and levels of attainment on entry, which will build on information from previous settings and key stages, where appropriate. We have a systematic and extensive transition programme, which involves the Learning Support Department working closely with feeder schools and parents several months in advance of entry of Year 7 students.
Teachers are responsible and accountable for the progress and development of all the students in their classes. High quality teaching is therefore our first step in responding to students who have additional needs and the SENDCO provides support and guidance for staff in meeting this responsibility. In addition, staff are provided with guidelines on the school’s intranet (Learning Support area) in meeting specific learning needs like ASC and ADHD.
We provide the following interventions at Wave 2 and Wave 3 of the process for identifying and meeting SEND:
Interventions are short term (usually for six weeks) and aim to meet identified needs. They are subject to careful monitoring and evaluation. Our aim is to enable students to overcome their barriers to learning, develop independence and resilience as learners and subsequently engage more effectively with the school curriculum.
EVALUATING THE EFFECTIVENESS OF SEND PROVISION
The SENDCO regularly reports to the Governing Body on improving outcomes of students with SEND and the Learning Support department is part of the whole school self-
We evaluate the effectiveness of provision for students with SEND by:
OTHER TYPES OF SUPPORT AND INTERVENTION
Teaching Assistants with a department specialism help coordinate and monitor SEND support and intervention within their departments. They meet regularly with the SENDCO and form an important information link between Learning Support and each department, as well as providing a greater level of subject expertise when supporting students in lessons.
Some students identified with a high level of need, are allocated a TA to be their key worker who will provide support in lessons, monitor day-
We also provide an afterschool Homework Club for students who need help from staff to complete their homework.
Our aim is to make sure that all students regardless of ability access all mainstream lessons, daily routines and extra-
No student is excluded from taking part in any activity because of their SEND, unless there is a recognised safeguarding risk. Therefore, we encourage all students to attend:
We have developed informal links with parents through meetings (during transition from year 6 to year 7) and coffee mornings, so they can meet the learning support staff and develop supportive relationships with the adults directly involved with supporting their children.
The SENDCO works closely with Pastoral Managers and external agencies to support a coordinated approach for families requiring multi-
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