Special Educational Needs

Many students with additional need are identified whilst in primary school. The SENCo will meet with primary staff, students and parents / carers in Y6 to assess what level of need will be required at secondary school. Upon arrival in Y7 all students are assessed in order to identify any need not already known, as well as to undertake baseline testing to establish the level at which each student is working. Assessments include ARTi, an interactive reading test and Cognitive Ability Tests (CATs.) Staff and parents / carers can refer a student regarding SEND to the SENCo at any time in their school career. Information from parents / carers, students and outside agencies working with the student, such as a paediatrician, are also essential to this process.

The SEN Inclusion Lead will alert teaching and support staff to the needs of the learner and will advise strategies for support. In some cases a student may be identified as likely to benefit from additional literacy or numeracy support in small groups. In other cases social skills or behaviour programmes may be appropriate. Staff and parents / carers are made aware of the identified need and intervention programmes in place through the school’s communication structures including the use of My Plan and My Plan + documents.

Parents / carers should contact their child’s tutor or the SEN Inclusion Lead directly by email, phone or in writing to discuss any concerns.

The Senior Leadership Team monitor the progress and achievement of all students. Those who are not progressing and achieving as expected may be identified to receive intervention provision to support their learning. Students receiving intervention provision have reading and spelling age assessed three times a year to monitor progress in addition to the routine assessments that all students receive. If an approach needs adjusting this informs that process. Parents and students meet following reporting sessions and additional meetings can be provided as required or on request.

The SEN Inclusion Lead is the initial contact regarding students with SEND. The SEND team includes qualified Teaching Assistants who work in a number of classes as well as providing 1:1 or small group support in the Learning Suite.

Every July the SEN Inclusion Lead introduces the whole staff to the needs of the new SEND intake in advance of their arrival. The SEN Inclusion Lead also shares any new student information in a confidential electronic bulletin to all teaching staff weekly. Every teaching class register also identifies students with SEND. The SEN Inclusion Lead and team will provide staff with a ‘My Plan’ for each student with an EHCP or significant additional learning need.

All staff are regularly trained through external and internal provision in order to raise awareness of student need. Members of the Inclusion Team hold NVQ and teaching qualifications. Additional training regarding individual student need is held throughout the year to include key staff. The Inclusion Team has particular expertise in supporting Autism and Specific Learning Difficulties as well as in supporting students with receptive and expressive language difficulty.

Teaching strategies for students with learning difficulties are communicated via internal pedagogical resources for teaching staff as well as through support in the classroom and liaison with members of the Inclusion Team.

A full range of strategies are deployed to support students to meet behavioural expectations. Strategies include the use of self and House staff monitoring behaviour cards, chill-out cards, referrals for counselling or mentoring support, either internally or from an outside agency. We operate an Individual Behaviour Plan structure which tailors the support a student will receive to their individual need as well as our expectations of them. We have close links with our local Alternative Education Service providers who can provide working in smaller groups and increased adult support for fixed periods of time as part of a strategy to enable mainstream schooling.

We work closely with the Gloucestershire Advisory teaching Service and Educational Psychology Service as well as local GPs, paediatricians, voluntary and statutory organisations. We have regular visits from teachers for visual and hearing impairment and Counsellors from Teens in Crisis complement our internal mentoring team. In addition the school benefits from a well-qualified Medical Officer who is on site throughout the school week. The Medical and Student Welfare Officer oversees the provision of medication in school. It is important that any medical needs including allergies are reported to the Medical and Student Welfare Officer as soon as possible.

Newent Community School and Sixth Form Centre prides itself upon its approach to pastoral support. Each student has a tutor as well as House affiliation which allows the development of a sense of pride and belonging in the school as well as the opportunity to build upon cultural, emotional and social learning. Our Personal Social, Health and Emotional Development programme is well respected regionally and nationally and is tailored to meet student need as they progress through the school. We have a designated member of staff; the Medical and Student Welfare Officer who is responsible for monitoring and coordinating support of more vulnerable students including those with social/care support in place outside of school.