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SENCO

Special Educational Needs - School Policy

The Code of Practice on Special Educational Needs (DfEE 2001) requires the school to have a Policy document available for parents on request. This page summarises the key points of the policy A copy of the complete SEN policy is available at school. More extensive guidelines for staff are also available.

Mrs P. Urquhart is the Special Educational Needs Co-ordinator. All enquiries should be addressed to her at the School.

General provision

Extra support lessons students, taught in smaller groups, are provided for students inf Years 7, 8 and 9. Additional time is created for English by reducing time spent on Foreign Language for some pupils Year 10 and 11 students can choose suitable subjects from the options available to match their individual requirements Streaming and setting facilitate the provision of appropriate learning experiences for all students.

A “paired” reading scheme is in place for students whose reading age needs to improve.

Withdrawal work (individual or small groups) is in place for intensive work with selected students in order to boost literacy and social skills. Such programmes are personalised for each student.

Extensive use is made of Computer Assisted Learning. The Lexia Reading Program in particular has been instrumental in improving individual progress.

Implementation of the Special Educational Needs Policy

Staged Assessment and Provision

The School adopts a staged approach to the support of pupils.

For students on School Action and School Action Plus, provision is school-based, and may involve the expertise of at least one outside agency.

For students undergoing an Application for Statutory Assessment and for those with a Statement, provision is the shared responsibility of the school and the LEA

At every stage the responsibility of planning, learning objectives, delivering the teaching programme and assessing outcomes is the responsibility of the class teacher with the support of the SENCO.

The advice of specialists is sought at all stages

It is the policy of the school that every pupil follows the National Curriculum. However the school may modify the NC to cater for some students’ support needs. Once the learning objective is defined, a subject teacher can seek further advice and support from the SENCO on strategies which might be used to help a student achieve the learning objective.

Schemes of Work will take account of the need for teachers to plan individual programmes of appropriate content and pace, using a variety of teaching methods and materials.

All teachers will be informed of the needs of pupils, by the SENCO, through the Student Information Register.

Information about students' difficulties is circulated to every member of staff so that the whole school is made aware of such difficulties throughout the year. The Student Information Register is accessible to every member of staff so that an 'all round picture' of individual students is built up. Provision is then made by each department to meet the needs of individual students.

It then becomes the responsibility of every teacher to keep a full record of the progress of each student including details of strengths and weaknesses and also relevant information about the involvement of outside agencies.

School Action - The Learning Support Co-ordinator...

• Advises the class/subject teacher who remains responsible for planning, teaching and recording
• Marshals relevant information including, as appropriate, information from beyond the school
• Ensures that an Individual Education Plan is drawn up and acted upon
• Informs the parents
• Monitors and reviews the student's progress
• Invites the parents to reviews

School Action Plus - As School Action but Extending Action by...

• Drawing on the advice of specialists
• Involving outside specialists in the review process of the Individual Education plan
• Considering whether the student meets criteria justifying application for statutory assessment

Application for Statutory Assessment

The LEA considers the need for statutory assessment and, if appropriate, makes a multi-disciplinary assessment. This may result in the LEA issuing a Statement of Special Educational Needs.

Statement

For students with a Statement of Special Educational Needs, their SEN provision is monitored and reviewed by the LEA as well as the school.