Email: firstname.lastname@example.org | Tel: 0208 270 4242
SENCo: Mrs Dolores Assan
SEN Teacher: Ms Kusum Lukhman
There are also 11 Teaching Assistants in the department.
At All Saints, students with Special Educational Needs and Disability are fully integrated into the life of the school. The school believes that students learn most effectively when they feel valued and their efforts and achievements are recognised. The Curriculum for students with SEN is the Curriculum offered to all students, including those with exceptional abilities and disabilities. However, it is important to recognise and develop the different learning styles of individual students and to emphasise the importance of a variety of approaches in assisting all students to access the Curriculum at an appropriate level.
The success of the schools policy for SEN and Disability is dependent on a whole school response to the needs of the students. All teachers in every department have the responsibility to provide the learning opportunities at Quality First Teaching to meet all students’ needs and to ensure the progress of students with SEN and/or Disability, (SEND). In conjunction with the arrangements for pastoral care, SEND provision reflects the school’s Mission Statement which celebrates the talents of every child.
Working in Partnership with Parents and Carers
If a student with an EHCP is offered a place at All Saints, a transition plan will be implemented and an intake conference will be organised with the Parent/Carer and the relevant representative of the external agencies. This meeting is used to strategically plan and prepare for the student‘s admission.
All primary schools are expected to send the SENCo a list of students on SEN Support in Year 6 so that early identification of particular need or difficult is established prior to arrival in September. In line with the new SEN Code of Practise students with SEND will each have a student profile written in collaboration with the student and their Parents or Carers. Student profile is accessible to all members of staff and it serves as a guide to Teachers’ practice.
Meetings with Keyworkers and Parents/Carers are tri-annual for students on Education, Health and Care Plans. Intake meetings are held for all students on SEN Support at the start of the school year. Parents/Carers will also have the opportunity to discuss their child’s progress with the CAD Department during parent’s evenings.
Once every term starting in the New Year; 2015 a parent meeting will be held. This provides Parents, Carers and Keyworkers with the opportunity to meet, discuss and give suggestions regarding their child's SEN provision in and outside of the school.
KS2 – KS3
When offers of places have been made, primary schools are requested to send the SENCo the names and details of all students with SEN and Disability. Therefore there can be early identification of a particular need or difficulty, prior to admission in September. The SENCo (Mrs Dolores Assan) or Deputy SENCo (Miss Rhiannon Eglin) may also be invited to attend transfer reviews for students with Education Health and Care Plans or who are on SEN Support, in the Summer term prior to the student’s admission. This meeting is used to strategically plan and prepare for the student’s admission. This helps to ensure a smooth transition from Key Stage 2 into Key Stage 3.
KS3 – KS4
In the lead up to students choosing their GCSEs a transition meeting is arranged. At the meeting a Transition Plan will be written looking at what the student wants to achieve over the next few years. We will discuss all aspects of the student’s life including education, employment, housing, health, transport and leisure activities.
KS4 – KS5
Students from CADD are welcome to attend the 6th form support evening and interviews. The admission criteria is the same for all students (5 A* - C grades, including Maths and English C or above) however there are subjects which offer BTEC where it is not required for the student to have a C or above in Maths and English. CADD has had a lot of success with students attending 6th form in the past with the majority then going on to study at University.
How we Identify Children with SEN
• During KS2 Transition information is passed from Primary schools.
• Students are assessed at the start of KS3 for Literacy and Numeracy ability sets.
• Views from the Parents/Carers •
• Views from the Student Teacher’s reports.
• External professionals which may include: Educational Psychologists, Physiotherapists, Occupational
Therapists, Speech and Language Therapists, Doctors and others.
Once students are identified with having Additional Needs their needs will be categorised under these definitions of Special Educational Needs (SEN)
Under the Code of Practice (2014), the term ‘Special Educational Need’ (SEN) applies to a child or young person who has a learning difficulty or disability which calls for Special Educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they: (a) have a significantly greater difficulty in learning than the majority of others of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. Children and young people who have SEN tend to have more significant barriers to their learning. They do not necessarily have a disability and many disabled children and young people do not have Special Educational Needs The code defines four broad areas of need although, in practice, a child may often have needs in more than one area.
Communication and Interaction:
• Speech, Language and Communication Needs (SLCN)
• ASD (including Autism & Asperger’s Syndrome)
• Complex Social and Communication Needs (CSCN)
Cognition and Learning:
• Moderate Learning Difficulties (MLD) Specific Learning Difficulties (SpLD) (including dyslexia, dyscalculia & dyspraxia)
Social, Emotional and Mental Health Difficulties:
• ADHD/ADD Anxiety Challenging behaviour
Sensory and/or physical needs
• Visual Impairment (VI)
• Hearing Impairment (HI)
• Multi-Sensory Impairment (MSI)
• Physical Disability (PD)
If you feel that your child doesn’t fall under any of these categories but you have concerns please contact the SENCo to discuss their needs.
How we can Support your Child
Keyworker System: Each student under SEN Support or on an EHCP will receive a Keyworker. This person will work in collaboration with the parents and students to ensure that their needs are being met.
In Class Support: Students are supported within lessons so they are able to access the curriculum and integrate with their peers. Teaching Assistants will work 1:1, in small groups or assisting whole classes within lesson times.
Emotional Support: The school responds to any advice provided by external professionals and will endeavour to seek support from these professionals when needed. There is daily form time which provides opportunities for peer mentoring, mentoring is available from the Student Support department and counselling is available from Brentwood children’s services as well as CAMHS. There is also daily contact with Keyworkers.
1:1 or small group Literacy: Literacy intervention is offered to students who after Quality First teaching are still unable to make the required progress to access the curriculum. Literacy Intervention can include spelling intervention and support with comprehension. Literacy Intervention is run by an experienced SEN teacher within or out of lessons.
1:1 or small group Numeracy: Numeracy intervention is offered to students who after Quality First teaching are unable to make the required progress to access the curriculum. Numeracy Intervention is run by an experienced SEN teacher within or out of lessons.
Speech and Language: Regular Speech and Language groups are run by the HLTA during AM or PM registration so that students do not miss any of their lessons. Project ‘X’ Code is used to accelerate students reading. There is a Partnered Reading Scheme in year 7 where students’ literacy skills are assessed and students with levels below the national average are invited to join a Reading Partnership scheme. This happens twice a week during registration. Students read to year 10 students and their progress is monitored by a member of CADD.
Lexia: Lexia Strategies is an online programme designed for struggling readers who are having difficulty with their fundamental literacy skills. Using a simple, age-appropriate interface, the program begins with skills at the first-grade level, covering basic phonological awareness through advanced decoding skills, vocabulary development, and comprehension activities. Students work independently to develop reading skills in a structured, sequential manner while teaching assistants receive the data and resources they need to support intervention and direct instruction.
Social skills: Small group sessions with up to 8 children are carried out on a weekly basis with the aim to help students interact with each other. The activities involve small tasks that allow the students to positively share information about themselves, their family, hobbies and interests. Emphasis is put on the students to join in and communicate with each other.
Extra-Curricular Clubs: Homework club is run every day after school from 15:15 – 16:15. Homework club is a place where students are able to access help with their home studies. Homework club is run by two Teaching Assistants and monitored by the SENCo. Lunch club is set in a classroom where students who may find it challenging being in a busy and noisy environment during lunch can come and find a sanctuary among friends. Lunch club is run by the SENCo and it provides students with opportunity to discuss any issue that may have emerged throughout the day.
Access to the Curriculum
• The New Code of Practice 2014 highlights the professional responsibility of all Teachers to meet the needs of all Students at Quality First teaching. Worksheets are enlarged for individuals. Students with Visual and/or Hearing Impairment are positioned carefully within classrooms. Outcomes are differentiated for all students.
• Examination access arrangements are put in place for those who qualify.
• To ensure that all members of staff are able to meet the needs of students with SEND we have a robust programme of staff training in place in all relevant aspects of SEND. In addition Keyworkers of CADD are available to support colleagues in meeting the needs of all students.
Who to Contact: Curriculum Access and Development Department (CADD)
Any enquiries please e-mail or phone Mrs J Ward (SEN Administrator) on email@example.com or 0208 270 4242 who will the pass the message on to the correct member of CADD.
Tel: 0208 270 4242
Fax: 0208 595 4024
Monday to Friday
8.40am - 3.15pm