The GFM is committed to securing improvement through developing and embedding an inclusive culture within which all learners, including those with special educational needs and disabilities (SEND), can be valued equally, treated with respect and provided with the opportunities and experiences to ensure they thrive and are successful.
The Code of Practice (2014) considers a young person to have SEND if they have a learning difficulty or disability which calls for special education provision to be made. This may be due to the pupil showing a significantly greater difficulty in learning than the majority of others the same age, or having a disability which prevents or hinders him or her from making use of the facilities that are generally provided for others of the same age.
Our Inclusion Team includes our designated teacher for Provision for Children in Care/Looked After Child and those Adopted from Care/Post Looked After Care; Kim Chaney (our provision map is pasted below.)
At Bay House School learners are identified as having SEND through a variety of ways including:
- Working with the student’s previous school
- Monitoring of progress within the curriculum
- Concerns raised by learners, teachers, parents and or carers
- Whole school screening assessments for reading and well being
- Specialist assessments to identify specific areas of weakness.
- Liaison with external agencies, e.g. Health and Educational Psychology.
We use a wide range of tools, which form our Diagnostic Hub, to determine specific barriers to learning, including academic, emotional well being and how connected the young person feels to their own educational setting and self view.
The needs of learners with a Special Educational Need or Disability (SEND) fall into four broad areas of need:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health difficulties
- Sensory and / or Physical needs
Learners who are identified with SEND will be recorded on the SEND register. Staff will be informed of their needs and will be provided with guidance to support their learning in the classroom. A number of interventions are also available to help young people with their particular barriers to learning.
|Provision for Children in Care/Looked After Child and those Adopted from Care/Post Looked After Care 2021/22
We pride ourselves on the inclusive culture in our school. LAC/PLAC are well cared for, have their needs met, barriers overcome and experience success emotionally, academically and socially. Our designated teacher is fully trained, all staff experience a wide range of training to allow them to actively support LAC/PLAC members of the school community and we have a fully trained (level 5 diploma) trauma informed practitioner on site.
|Intent||To identify the needs of learners as early as possible to ensure rapid deployment of resources and adult support.||To ensure there is a multi agency approach to all provision and Personal Education Plans (PEP) for LAC/PLAC||To have full access to a range of educational and extracurricular activities||To receive an appropriate amount of monitoring and support|
|Implementation||Diagnostic assessments across academic and well being needs are used by class teachers/Designated Teacher and analysed to assess needs and to inform appropriate support.||Termly PEP meeting with social worker, child, carer and school all able to have a voice.
Close working with the virtual school to ensure provision/spending is appropriate.
Close working with the carer and family.
All planning is bespoke to the needs of the individual.
|Learners are invited to join clubs and have places prioritised.
Learners have costs of clubs covered by attached funding.
Barriers such as travel will be removed.
|Leaders and teachers ensure regular, consistent monitoring of progress, well being and happiness of the child, analyzing and adjusting based upon evidence.|
|Impact||Learners that are in care or post looked after will achieve well, at least in line with their peers, as a consequence of the removal of barriers to learning.||Plans support learners inside and outside of school.
Effective multi agency working ensures that individual needs are responded to appropriately and in a timely manner.
|Full participants in all school based clubs and events e.g. Dance Live
Outside of school they participate in clubs for enjoyment.
|Learners make good progress and feel supported and cared for.|