Special Educational Needs
- Ensure that students learn and interact in a caring, happy, safe and secure environment
- Make every effort to ensure equality of educational access and opportunity
- Provide maximum opportunity to develop and reach individual potential academically, socially and personally
- Encourage every student to develop their skills of communication
- Challenge students to become as independent as possible
- Listen to, and involve students, family/carers and other professionals in decision making
- Understand the importance of friendships and encourage respectful, trusting relationships throughout the school
- Facilitate the inclusion of all students, including those with Special Educational Need and/or Disability in the school curriculum, sports and activities such as visits and residential trips
- Empower students to be an individual
Our fundamental focus is on quality first teaching and learning in the classroom. However, we recognise that at some point some students also require additional support and intervention.
A guide for Parents and Carers which has been produced by the DFE is provided below for your reference.
Should you require any further information please do not hesitate to contact the school by emailing firstname.lastname@example.org in the first instance.
SEN Provision – Questions and Answers
How does the school know / identify that children have special educational needs (SEN)?
Many students with additional need are identified whilst in primary school. The ALNCo 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 ALNCo 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.
What are the first steps our school will take if special educational needs are identified?
What should parents / carers do if they think their child has SEND? How can they raise concerns?
discuss any concerns.
How will the school include parents / carers and students in planning support?
How will the school teach and support children with SEND?
For children with an Educational Health Care Plan (EHCP) at transition and at each plan review, the student, parents / carers and advisory parties will jointly assess the individual needs of the student concerned. Support may come in the form of, for example, teaching assistant support, small group teaching or the use of ICT.
How does the school plan the support? How are resources allocated and matched to needs?
Support is strategically planned at the start of each academic year to meet the needs of each student and reviewed as they progress through the academic year and through school. In Y7-9 a small number of students are dis-applied from a language subject to focus on literacy and numeracy skills. In Y10 and Y11 a Core Skills option allows for time to consolidate key skills across the curriculum. Other students receive support in small groups or on a one to one basis outside of the mainstream classroom.
Close analysis of data and progress reports allow key staff to assess individual need. Learning Leads are also involved in highlighting support needs within their subject area and classroom teachers will request support within individual subject classroom settings.
Every teacher in Newent Community School and Sixth Form Centre is a teacher of students with additional need or SEND. Information is forwarded to staff and, for most students, this is all that is required in order that their needs are met within the classroom and that they access the same full, balanced curriculum as their peers.
Students that do not manage to gain level 4 in their English and/or Mathematics SATs are highlighted for additional support when they arrive. In some cases (around 15 in each year group) students are dis-applied from MFL in order to receive additional literacy and numeracy sessions. This consolidates their skills and builds upon their support from primary school. We benefit from a primary trained SENCo on our team who runs a successful, dedicated course that the students enjoy. A number of students who have achieved level 4s but require support are withdrawn from non-core subjects to provide a focus upon reading and spelling where it is needed.
Some students, largely those at My Plan + or with EHCPs, require a more in-depth programme of support to help them succeed at secondary school. This may mean additional help with spelling, behaviour or speech, for example. The Learning Suite is a calm and relaxed area where students can be taught by trained Teaching Assistants and qualified teaching staff on a one to one or small group basis. We also have visits and clinics with outside agencies such as the Hearing Impairment Team or Speech and Language Advisors as well as opportunity to refer to trained counsellors and mentors where needed.
How will progress towards identified outcomes and effectiveness of our SEND provision be assessed and reviewed and how will you involve parents / carers, students and young people in this process?
Who will be working with my child?
How does the school ensure that the information about a student’s SEND or EHCP is shared and understood by teachers and all relevant staff who come into contact with that student?
What expertise does the school and staff have in relation to SEND?
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.
What support does the school put in place for young people who find it difficult to conform to normal behavioural expectations and how does it support children and young people to avoid exclusion?
Which other services are used to provide for and support students?
How does the school provide support to improve the emotional and social development of our SEND students?
What extra pastoral support do you offer, and what pastoral support arrangements are in place to listen to students with SEND? What measures are in place in our school to prevent bullying?
Every year, all tutees sign the Anti-Bullying Charter, which is their pledge to assist us in ensuring that bullying is dealt with effectively. The signed charter is displayed in a prominent position in the tutorial base as a sign of every student and the school’s commitment to tackling bullying. Students receive full and clear education on all types of bullying and all students are shown how to report if they or another are experiencing bullying.
Who will be talking to and keeping in touch with parents / carers? (Working together towards outcomes, reviewing arrangements; including looked after children)
The Tutor and/or Head of House may communicate with parents / carers regarding pastoral need such as friendship or domestic issues. The Medical and Student Welfare Officer is key to supporting Looked After Children (LAC) students and those with social / care plans. For SEND concerns / communication the ALNCo is the initial person to contact. The Assistant Principal may also be involved regarding incidents or concerns and will liaise with parents / carers as a result.
Parents / carers will receive a regular report regarding their child’s progress. In Key Stage 3 this will be four times a year and in Key Stage 4 five times a year. Parents and carers are also encouraged to use Insight to follow their child’s progress including the award of house points or other achievement.
How will school involve young people with SEND in their education?
invited to join the Young Leaders programme. The use of student voice in the construction of the My Plan and My Plan +
is an effective tool for communicating student ideas for support as well as their aspirations and strengths.
What accredited and non-accredited courses do you offer for young people with SEND?
An important role of secondary school is to prepare students for adult life and independent living. All students receive information regarding potential careers and training and are interviewed regarding GCSE options in Year 8 and Post 16 / Y12 options in Year 11. All students participate in work experience week in Year 10 and in Year 12 for those who continue on into the Sixth Form. Students with an ECHP will receive statutory advice regarding transition into college / the workplace from Year 9. Students with SEND requiring additional careers advice are met by external independent careers advisors at key points throughout Key Stage 4.
What special arrangements are made for exams?
How accessible is your school to students with SEND?
What role do the Governors have?
The Governing Body is responsible for the conduct of the school, and promotes high standards of educational achievement. It is the school’s accountable body and as a group they monitor the effectiveness of the school, its interventions and support as well as its teaching. Governors may be contacted via the Clerk to the Governors at the School email email@example.com or via telephone on 01531 828923.
What can I do if I am not happy with an aspect of my child’s education?
Email the SEND / Inclusion Lead, Ms K Steger, at SEN@newent.gloucs.sch.uk directly if you need general advice regarding SEND provision or contact the Parent Partnership Service, which is a free, confidential and impartial service for parents and carers of children with special educational needs. They can be contacted by email: firstname.lastname@example.org or phone on 0800 158 3603.