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How will our school teach and support children with SEN?

We are a fully inclusive school who believe that all students make good progress through high quality teaching, carefully differentiated to the needs of individual students. We offer a broad curriculum for all students.  In year 9, we provide advice and guidance for all students, particularly those with a SEN with their chosen KS4 pathway.

Our learning environment is fully inclusive to meet the needs of our students.  We encourage the use of new technology to support learning for all students and where possible we provide assistive technology for students as advised through the Education, Health and Care plan (EHC plan) or on the advice of external professionals, in particular for students with dyslexic tendencies.

To support the progress of students with SEN, we also have a small team of teaching assistants who are deployed primarily within English and Maths to meet the needs of students who need additional support to make expected progress.  In addition, there Higher level teaching assistants support students with specific areas of SEN including communication and interaction; emotional and social difficulties as well as students with identified health needs.  Support staff are trained to run short-term intervention programmes to build student confidence in basic literacy and numeracy skills as well providing small group curriculum support.

All students in years 7-9 participate daily in the Accelerated Reader scheme, in addition the following literacy programmes are used depending on the specific need of individual students:

  • CSI guided reading programme is used for groups with reading ages two or more years below their chronological age.
  • Reading boxes are used to encourage vocabulary development and independent reading skills for small groups in years 7-8 with reading ages three years below chronological age.
  • Lexia on-line reading scheme boosts students’ phonological skills and reading accuracy for students in years 7-11.
  • Toe by Toe phonics programme is used for students with reading ages below 9 years.

For numeracy development, through regular assessment, we identify students requiring additional support.  Students with significant difficulties in this area receive targeted small group intervention over a 6 week cycle.   Students with identified specific difficulties with basic numeracy skills receive intensive 1:1 and small group intervention with our Maths HLTA using the following programmes:

  • Plus 1
  • Power of 2
  • Maths Lab

Our tutoring programme also promotes whole academy literacy and numeracy with a weekly focus being delivered through our tutors.

We work in close collaboration with external agencies to follow their advice to ensure our students are able to access all areas of our curriculum and make progress.  For example, we provide additional support for students with identified medical conditions to access PE and technology.

  1. For children without an Education, Health and Social Care plan (EHC) we make our best endeavours, having identified a specific need, to make appropriate personalised provision as long as in doing so we do not compromise the educational provision for other children in our care.
  2. For children with a statement of SEN or an EHC plan we work in close collaboration with external agencies to follow the advice within the statement or EHC plan.  Support and interventions are regularly reviewed to ensure they are facilitating progress across the curriculum and preparing our students for post 16 education and adult life.
  3. How does our school plan the support? How are our resources allocated and matched to needs?                                                                                                We use the range of assessments available to us to allocate our resources efficiently.  For the most part we support our students’ progress in the classroom or through 6 week targeted interventions focusing around literacy and numeracy skills.  For students with identified significant needs, we run longer term interventions including language and communication programmes.  For a very few students, we plan personalised spending time either within student services or learning support ensuring they are able to access a broad curriculum that meets their needs.
  4. How is the decision made about the support your child will receive?  We aim to work collaboratively with our students, their parents/carers and any external agencies   in the planning of the support and provision for our students using the data that is available to us to ensure that any support and intervention is targeted to their specific need. Please find below the link to Gloucestershire Parent Partnership Service guide for parents on funding for SEN students within mainstream schools.                                                                                                                                         http://glospps.org.uk/Docs/New%20Leaflets%20Oct-2009/PPS05%2009%20-%20Funding%20for%20Pupils%20with%20SEN%20in%20Mainstream%20Schools.pdf
  5. How will progress towards identified outcomes and effectiveness of our SEN provision be assessed and reviewed by us and how will we involve parents, children and young people in this process? At the start of any intervention, student baseline assessment data is used to set personalised targets which are reviewed over a 6-10 week cycle in addition to using student questionnaires, to review the impact of each intervention.  For students with an identified SEN, our PLP process ensures that parents are fully informed of the provision planned for their child/ren.  We review our PLP’s at least twice a year in meetings where student and parent views are actively sought.
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