Class teachers are responsible for planning lessons that embrace and challenge the needs of all learners in their class and ensure that progress is made. Some subject areas are set according to pupil attainment whilst others work with mixed attainment groups. However, differentiation is an expectation within all lessons. The aim is to tailor the lesson to suit individual needs and to allow for all pupils to make the appropriate level of progress.
The Special Educational Needs Coordinator (SENCo) oversees all support and progress of pupils with Special Educational Needs across the school. Class teachers have access to the profile of pupils who need a specific approach and are advised on appropriate strategies for support. Seating plans are also used to identify pupils with Special Educational Needs and staff are encouraged to group pupils in the most appropriate way to enhance the learning opportunity.
There may be a Pupil Support Assistant working in some classes supporting either an individual or a group of pupils, as directed by the class teacher. Other pupils may be withdrawn from a subject area for additional support relevant to their particular area of need. These pupils are either supported by a Pupil Support Assistant working to a specific programme or with a teacher offering specialist support.
Where pupils are supported beyond the classroom, the SENCo will consider the child’s needs, the support that is available and the provision that is most appropriate. Parents, outside agencies, Heads of Year, Heads of Department, class teachers and the pupils may be involved in both the planning and the reviewing process.
Progress of pupils is monitored each term. The provision for pupils with Special Educational Needs is judged to be effective if pupils are performing at an age appropriate level or if they are making progress that is in line with, or above that of, national expectations. Specific interventions are judged to be effective if pupils make accelerated progress.
The Special Educational Needs governor meets regularly with the SENCo to review the implementation of the policy and to monitor the effectiveness of the provision.
Additionally, the School liaises with the Ethnic Minority Traveler Achievement Service who assists in supporting pupils who have English as an additional language.