Learning & Teaching‎ > ‎SEND‎ > ‎

What expertise does our school and our staff have in relation to SEN?

All teachers are responsibility for the progress of all students within their care. Through the production of differentiated resources and deploying differentiated strategies they make their best endeavours to include all students with their learning. 

Training of staff

There are regular whole school updates on specific areas of SEN led by the Senco and other members of staff.  When necessary we request the support of external expertise to support the delivery of high quality teaching and learning and to support the delivery of the EHC plan.

We pride ourselves in ensuring all members of staff including our support staff have access to regular training.  Members of the safeguarding team attend regular training on child protection; mental health and multi-agency working.  Members of the learning support team specialise in specific areas of SEN including dyslexia; speech and language difficulties in addition to ensuring all students have the best possible access arrangements implemented for their internal and external exams.

List areas of expertise

Our SENCo is qualified through the Open University to assess and identify students with dyslexic tendencies.

Our Pastoral leaders are all fully qualified to act as Child Protection Officers.

Our School nurse works closely with our safeguarding team providing specialised support around physical and mental health.

We have a dedicated team of HLTA who have the following specialisms:

  • Exam and access arrangements.
  • Specific learning difficulties
  • Supporting student with specific health plans
  • Emotional and social difficulties. 

What intervention programmes does our school run for children with SEND and how are they delivered? (one to one support or in groups)

We deliver a range of interventions based on identified needs, including Toe by Toe and Lexia for students with identified literacy difficulties.  We regularly review the impact of each of our interventions in order to ensure we meet the needs of our students in order to facilitate their progress towards meeting their expected outcomes.

What teaching strategies does our school use for children with learning difficulties including

  • Specific learning difficulties
  • Autistic spectrum disorder
  • Hearing impairment
  • Speech and language difficulties
  • Emotional and social difficulties

What support does our school put in place for children and young people who find it difficult to conform to normal behavioural expectations and how do we support children and young people to avoid exclusion?

We currently run a Student Services system.  Here we use isolation to internally exclude students.  Student Services also has a referral service.  if a student is struggling in a specific lesson, then the Head of Department can make a referral for up to 2 weeks to give the class and student a break.  All work is then sent to Student Services for that specific lesson.  Student Services is often used by students if they are feeling vulnerable and unable to cope in the classroom situation.  this can involve a more personalised program of learning.

If an incident occurs between students we currently use restorative justice to help clear the air and enable students to all have their voice in a managed environment.

We have different levels of support for students who are struggling in lessons.  We have differentiated layers of report card tutor/Progress Leader/SLT.  Alongside this we use an ABC (Antisocial Behaviour contract).  This is made in agreement between the Progress Leader, the student and parent/carer.  This involves a weekly meeting to discuss progress.  If a student fails to make expected progress in terms of their behaviour, they will be placed on the next tier of support which is a Personalised Support Plan (PSP) which involves regular meeting with the student, parent/carer and a member of SLT.

 

We use different types of alternative provision to support student; this includes the Gloucester PRS, GAP and work experience.  

 

We have a specialist behaviour support worker who provides 1:1 in class support where needed.  He provides feedback to students and staff with strategies and advice for how best to deal with specific behaviours.


Specific groups are run to help students re-engage in the class room.  These take a solution focused approach towards developing the personal and social awareness for individuals.  Currently we run 10 week programmes called ‘Four Steps’ which is a programme that helps students develop strategies to deal with difficult emotional situations as well as a 6 week Respect programme.


As a school we run a whole school praise program through ePraise.  This involves catching the students being good.  We are encouraged to provide a 3:1 ratio with regards praise and sanctions.

Comments