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.
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.