Outlined below is the school vision for our children with Special Educational Needs and Disabilities (SEND).
Ensure that SEND children receive the highest standard of care including High Quality Inclusive Teaching
Plan an ambitious and achievable curriculum to enable SEND children to function independently in their next phase of education and adult life
Adopt inclusive practices for SEND 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 relevant knowledge, skills and understanding to support SEND children
Ensure that the School Vision and Values champion SEND children
Ensure all relevant stakeholders are involved in supporting the needs of SEND children
Decision making for SEND children is a focus in all school policies
Ensure that SEND has an equal status in line with all curriculum areas
Regularly review provision for SEND children
All staff are accountable to support SEND children
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 clear differentiation 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
Half-termly SENCO surgeries take place between the Inclusion Manager and teachers to problem solve children who are at risk of underachieving
Termly Pupil Progress Meetings review the progress of SEND 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 difficulites 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 SEND 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 SEND children
SEND children make sufficient progress at their level across the curriculum to enable them to access life skills
Parents are better placed to support their children’s needs outside of school
SEND children’s independence and confidence improves and they engage in all school activities
SEND children are better able to communicate their needs and can talk about their strengths, development points and worries
SEND children feel happy, safe and respected
Unfortunately not the ones with chocolate chips.
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