Outlined below is the school vision for our children with Special Educational Needs and Disabilities (SEND).
Intent
Ensure that children receive the highest standard of care including High Quality Inclusive Teaching
Plan an ambitious and achievable curriculum to enable children to function independently in their next phase of education and adult life
Adopt inclusive practices for children – barriers to learning and engagement are reduced
Plan to meet the needs of children across the four broad areas of need outlined as in the SEN Code of Practice/SEN Support Guidance to meet our statutory requirements
Ensure that school’s notional SEND budget and any Top-Up funding are used effectively to support children’s complex needs
Ensure all staff have high quality knowledge, skills and understanding to support children
Ensure that the School Vision and Values champion the lowest 20% attainers, children with SEND, EAL, new starters and those with gaps in learning
Ensure all relevant stakeholders are involved in supporting the needs of children
Decision making for children with SEND is a focus in all school policies
Ensure that SEND has an equal status in line with all curriculum areas
Regularly review provision for children with SEND, EAL, new starters and those with gaps in learning
All staff are accountable to support children with SEND, EAL, new starters and those with gaps in learning
Implementation
Plan effective transition to school with parents and previous setting to gain a full ‘picture’ of strengths and needs
Use the Graduated Approach of Assess-Plan-Do-Review
Planning indicates adaptive teaching and/or reasonable adjustments across all year groups and subjects
Devising SMART (Succinct, Measurable, Achievable, Relevant and Time –related) IEP (Individual Education Plan) or IBMP (Individual Behaviour Management Plan) targets
Referring to external agency support for expert advice and implementing their recommendations
Specific interventions are planned and delivered effectively
SENCO surgeries take place between the Deputy Headteacher/SENCo and teachers to problem solve children who are at risk of underachieving
Termly Pupil Progress Meetings review the progress of all children with the Senior Leadership Team (SLT)
A concise CPD plan is devised and delivered to all teachers and LSAs (Learning Support Assistants) to ensure relevant strategies are implemented for specific learning difficulties e.g. Autism, Dyslexia, Dyspraxia, ADD etc.
Use assessment tools i.e. Language Link, PIRA, Boxall Profile to ascertain need, starting point and finishing point to measure impact
Use school’s assessment data to inform practice
Use relevant visual aids to support learning across the curriculum
Use of a WAGOLL to support delivery of learning
Use strategies such as My turn/Your turn and revisit, teach, practise apply (RTPA) across the curriculum
Provide effective feedback and addressing mis-conceptions to enable children to continually learn and make progress
Sharing children’s progress with their parents and suggesting ways they can support at home
Planning a balance of working in ability and mixed ability groups according to task or need
Delivery of a rich and diverse learning environment (physical, materials, resources, instructional strategies and learning outcomes) which positively impacts children
Specific interventions are planned for any learners who have gaps in their literacy skills i.e. missing phonic sounds etc. For example, SIDNEY, Five Minute Box, Target Readers, Precision Teaching, Write From the Start etc. to ensure all learners are able to make accelerated progress in order to catch up and keep up with peers
Impact
Children with SEND, EAL, new starters and those with gaps in learning make sufficient progress at their level across the curriculum from their starting point to enable them to access life skills
Parents are better placed to support their children’s needs outside of school
Children’s independence and confidence improves and they engage in all school activities
Children are better able to communicate their needs and can talk about their strengths, development points and worries
All children feel happy, safe and respected
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