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SEND & Inclusion
The Learning Support Department aims to give support to a wide range of pupils. The aim is to help students to achieve their full potential and prepare them for life after school. We share the overall aims of the school for all students to be ethical and compelling individuals who can advocate for themselves and others and contribute positively to their communities.
HOW DO WE DO THIS?
The SENCO liaises with parents, primary schools and outside agencies to help with transition from primary to secondary school. She is available to students and parents to discuss need and support. Students with needs will have a summary available to all staff via Provision Map which describes their strengths and weaknesses, suggests strategies and lists support available.
Some students will have in class support; others may participate in a range of interventions led by teachers and teaching assistants who are extremely well qualified. We have both an autism specialist TA and an SEMH specialist TA within the department. Interventions are reviewed regularly to ensure maximum impact. Students with special educational needs have access to the whole curriculum and are fully integrated into the life of the school and encouraged to participate equally in extra-curricular and community activities. In Year 7 there is a small Challenge Curriculum Group which offers extra support for pupils in academic subjects. At KS4 there is some flexibility in the range of options.
These take many forms and can include support for individual academic subjects, small group interventions such as social skills or small group PSHE for students who need bespoke support. There is also specific tailored support for students who are looked after or previously looked after.
Students can also use the Learning Support rooms as a supervised safe space at break and lunchtimes where necessary, and we can also provide specialised equipment for students, such as laptops, writing slopes or overlays.
For numeracy interventions we use the programmes SumDog and Hegarty Maths, and for literacy support we use the NGRT and Lexia programmes.
For students with emotional and behavioural needs we use the Thrive approach, and some students receive additional Thrive interventions. These are delivered by trained Thrive practitioners.
By the time students reach Key Stage 4 it is hoped that most will have made significant progress and will no longer need individual support. A few pupils will continue to receive in-class support and some may not take the full range of GCSE options in favour of additional support. This will apply only to those pupils with a severe and documented need. Any such decision will be made in consultation with senior staff, parents and pupils. Examination access will be applied for pupils who meet the criteria stated by the JCQ examining boards.
At KS5 it is rare for a student to need additional support but where the need is long term and supported by external professional documentation it will be given.
Parents are encouraged to maintain contact with the SENCO via email. Pupils with an EHCP will also have a key worker TA who meets with them regularly to review progress and support their wellbeing, and they will liaise with parents of their key students. Parents’ knowledge of their children is invaluable and their input welcome. Pupils with Education, Health and Care Plans or Bristol SEND support plans will have these formally reviewed once a year. These are held on or close to the date of issue. Parents and pupils are invited to attend along with other outside agencies as necessary. Other pupils on the SEND register will have a learning plan available to staff on Provision Map and you are invited to contribute to this via parents’ evenings or additional meetings with the SENCO if necessary.
Pupils identified as having special educational needs and disabilities will be admitted to the School on the same basis as pupils who have not been so identified. They will be treated as fairly as all other applicants for admission.
In accordance with the Education Act 1996 and the Equalities Act 2010 the School will accept pupils with an Education, Health and Care Plan, unless that acceptance would be incompatible with the efficient education of other pupils in the School or the School feels unable to meet the pupil’s needs.
ROLES AND RESPONSIBILITIES
- SENCO – Elaine Cogan Email: email@example.com
The SENCO is responsible for ensuring provision is made for the inclusion of students with SEND and quality assuring this provision to ensure impact. Also responsible for the drafting of statements and bids for top up funding.
- Vice Principal (Inclusion) – Emma Young Email: firstname.lastname@example.org
The responsibility of Vice Princpal for Inclusion is to ensure students with additional needs have the best available access to and support for their needs and to hold the SENCO to account for the provision they put in place.
- SEND Governor - Debbie England
A member of the Governing body, appointed as SEND governor to regularly review SEND, although the Governing body as a whole is responsible for making provision for students with special educational needs and/or disabilities.
Information on where the Local Authority’s Local Offer can be found at https://www.bristol.gov.uk/web/bristol-local-offer/home
A voluntary service where you can find information about SEND and advice and support for parents, children and young people.
SEND & Inclusion
CGS Looked After Children Policy 09/02/2018 SEND Policy with Covid Addendum - January 2021 22/01/2021 FLORA (Families, Local Offer, Resources, Advice) Flyer 20/05/2021 Wellbeing Webinars for Parents/Carers 21/05/2021 Send Report 2021-2022 04/10/2021