We hope the information provided is helpful to you as a parent, but please address any further queries to Miss H Cottrell, SENCo, via email@example.com
Leadership for pupils with SEND has been reviewed since the last inspection and is good. These pupils’ pastoral needs, including those with an education, health and care (EHC) plan, are met effectively. The regular attendance of pupils with SEND, which was a weakness previously, has been positively transformed. Staff work closely with the pupils’ primary schools to ensure that their pastoral, care and academic requirements are known and acted upon by staff when they enter Year 7. This information and the relevant training are regularly and effectively updated by SEND leaders. As a result, pupils with SEND are supported well at the school.
Additional training and a sharpened focus insisted upon by the headteacher and other leaders on improving the academic progress of pupils with SEND have improved teachers’ skills in supporting and challenging these pupils. This is especially the case in those subjects where teaching is consistently strong, such as art. In these areas, the interests and needs of pupils with SEND are fully addressed. As a result, they learn well and make strong progress.
1. What is the provision for students requiring SEND in school? /
2. What policies do we have in school that identify, assess and provide provision for students with SEND? /
B.How does our school evaluate the effectiveness of its provision for such students?
Social communication and word retrieval/Speech and language approaches
A range of strategies are employed to overcome any identified barrier to learning such as:-
B.What are the arrangements for those with and without an educational healthcare plan to get additional support from outside the school?
Training of staff is in response to the present SEND cohort and their needs. Examples of bespoke training include:-
Working in partnership with/support from:-
Other outside agencies such as:-
Risk assessments are carried out
Healthcare meetings (e.g. professionals such as diabetic nurse, epilepsy professional etc.
Healthcare plans and corresponding planning meetings are held where appropriate and when needed
Specialist equipment (as directed by professionals) include:-
All staff are responsible for the wellbeing of every child. There are a range of pathways available to all students to ensure their wellbeing is paramount including form tutors, class teachers, pastoral staff and the SEND team.
All reported concerns are monitored, recorded and discussed at MIST and multi agency meetings.
Transition Support Year 6 – Year 7
A specialised team work on transfer support visits. This team focuses on:-
Transition Support year 9 – Year 10
Transition support Year 11 – Year 12
Who is available for consultations:-
Reporting to parents through:-
Contact with parents through:-
Complaints are dealt with in accordance with the Complaints Policy. Contact should be made to either:
All correspondence is recorded
|ASC||Autistic Spectrum Condition|
|CAMHS||Child and Adult Mental Health Service|
|FPL||Faculty Progress Leader|
|LIST||Learning Inclusion Support Team|
|MEAS||Minority Ethnic Achievement Service|
|EduLink||Virtual Learning Environment|
|NEET||Not in Education, Employment or Training|
|One Page Profile||A detailed account of what is important to and for the child|
|PLP||Personal Learning Plan|
|SENCo||Special Educational Needs Co Ordinator|
|SEND||Special Educational Needs and Disabilities|
|SENNAT||Special Education Needs Advisory Assessment Team|
|SLT||Senior Leadership Team|
|SpLD||Specific Learning Difficulties|
|TAF||Team around the Family|
Updated November 2019