How are adaptations made to the school to help children with SEND?
SEND students where possible have full access to all school activities so far as it is reasonably practical and relates to the student’s needs. All our buildings are accessible by ramps and our Science block has a lift to the first floor.
The parents/carers of any student with SEND are very welcome to come and discuss whether the school would be able to cater appropriately for their child.
Subject teachers are responsible for the progress of students in their lessons. They are trained to teach children with all types of additional learning requirements and are required to adapt the curriculum to ensure access to learning for all children in their class.
Subject teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
Our teachers will use specific resources and various strategies to support your child individually and in groups, this might include using:
a) Visual timetables, cues and prompts
b) Multi-sensory teaching approach
c) Modelling
d) Breakdown of tasks and instructions into manageable chunks
e) Writing frames/ladders and reading frames
f) Glossary of keywords
g) Use of structured routines and consistent expectations
h) Pre-teaching content or vocabulary
i) Setting of choice/alternative activities
j) To adapt and adjust resources and materials to make them accessible for students with specific learning difficulties
k) Positive behaviour rewards system
Students with SEND are fully integrated members of the school community. All students are encouraged to take part in extra-curricular activities at lunch time or after school.
Sometimes students require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. Each learner identified as having
SEND, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. When this is required then, the SENCo with Year Leader is responsible for organising intervention for an individual or small group of students, which might include one of these provisions, for example:
Additional adult support in the classroom – core departments have Teaching Assistants(TAs) who support the teachers in helping the learning of whole classes; the SENCo also is able to direct a limited amount of ‘hours’ of additional adult support in the classroom, in cases where there is evidence that students are significantly below the expectations for their age
SEN Information Report September 2014 Page 8
Nurture or Learning Plus pathway – additional literacy and numeracy lessons to provide an opportunity for students to catch up and repeat core components of the English and Maths curriculum.
Withdrawal sessions – when students comes out of some lessons for pre-arranged sessions with TAs or SEND Teachers on, for example, handwriting, literacy, numeracy, organization skills, vocabulary group, etc.
Withdrawal sessions – when pupils comes out of some lessons for pre-arranged sessions with Learning Mentor on, for example, small group or 1:1 sessions related to social, emotional needs, self-esteem, social skills etc.
Homework club - Teaching assistants run homework clubs on most days from 3.10 pm to
4pm in KS3.
The School’s curriculum is regularly evaluated to ensure equal access to all pupils, and there are various programmes available to take into accounts pupils aptitude and abilities. Pupils at Key Stage 4 have the opportunity of following either an academic and vocational route to broaden their curriculum experience.
SEND students where possible have full access to all school activities so far as it is reasonably practical and relates to the student’s needs. All our buildings are accessible by ramps and our Science block has a lift to the first floor.
The parents/carers of any student with SEND are very welcome to come and discuss whether the school would be able to cater appropriately for their child.
Subject teachers are responsible for the progress of students in their lessons. They are trained to teach children with all types of additional learning requirements and are required to adapt the curriculum to ensure access to learning for all children in their class.
Subject teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
Our teachers will use specific resources and various strategies to support your child individually and in groups, this might include using:
a) Visual timetables, cues and prompts
b) Multi-sensory teaching approach
c) Modelling
d) Breakdown of tasks and instructions into manageable chunks
e) Writing frames/ladders and reading frames
f) Glossary of keywords
g) Use of structured routines and consistent expectations
h) Pre-teaching content or vocabulary
i) Setting of choice/alternative activities
j) To adapt and adjust resources and materials to make them accessible for students with specific learning difficulties
k) Positive behaviour rewards system
Students with SEND are fully integrated members of the school community. All students are encouraged to take part in extra-curricular activities at lunch time or after school.
Sometimes students require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. Each learner identified as having
SEND, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. When this is required then, the SENCo with Year Leader is responsible for organising intervention for an individual or small group of students, which might include one of these provisions, for example:
Additional adult support in the classroom – core departments have Teaching Assistants(TAs) who support the teachers in helping the learning of whole classes; the SENCo also is able to direct a limited amount of ‘hours’ of additional adult support in the classroom, in cases where there is evidence that students are significantly below the expectations for their age
SEN Information Report September 2014 Page 8
Nurture or Learning Plus pathway – additional literacy and numeracy lessons to provide an opportunity for students to catch up and repeat core components of the English and Maths curriculum.
Withdrawal sessions – when students comes out of some lessons for pre-arranged sessions with TAs or SEND Teachers on, for example, handwriting, literacy, numeracy, organization skills, vocabulary group, etc.
Withdrawal sessions – when pupils comes out of some lessons for pre-arranged sessions with Learning Mentor on, for example, small group or 1:1 sessions related to social, emotional needs, self-esteem, social skills etc.
Homework club - Teaching assistants run homework clubs on most days from 3.10 pm to
4pm in KS3.
The School’s curriculum is regularly evaluated to ensure equal access to all pupils, and there are various programmes available to take into accounts pupils aptitude and abilities. Pupils at Key Stage 4 have the opportunity of following either an academic and vocational route to broaden their curriculum experience.