Our Special Educational Needs and Disabilities
Co-ordinator(SENDCo) is Ms Yiannadji
Our Inclusion Team
Miss Yiannadji is the Deputy Head Teacher for Inclusion. She is also the Designated Safeguarding Lead.
Miss Keene is the Community Liaison Officer and oversees attendance as well as providing support to families.
Miss Heffernan is a Wellbeing Coach who delivers Therapeutic Interventions and one to one mentoring.
Mrs Algar is a Wellbeing Coach who runs Lego Therapy and delivers one to one mentoring.
Miss Harrison is a Wellbeing Coach who runs Nurture groups and delivers one to one mentoring.
We also have Elsie, our wellbeing dog, who further promotes the wellbeing agenda for our pupils.
We are truly an inclusive school:
- through exceptional Nurture provision for our most vulnerable;
- by building Family Hubs to connect with and support our Families and whole communities;
- by working to improve the overall education system through a philosophy of contribution and collaboration.
Provision for children identified as having Special Educational Needs and Disabilities
As with all schools, practice and provision for children at our school identified as having a Special Educational Need or Disability is guided by the SEND Code of Practice (DfE/DoH, 2017). This statutory document outlines the legal requirements that schools must follow to provide for children with special educational needs under part 3 of the Children and Families Act 2014.
The Code of Practice outlines the duty of teachers, in the first instance to support children through a ‘Quality First Teaching’ approach, which means teachers should make suitable adjustments and differentiation during their lessons, to maximise the access to the learning for all children.
Key characteristics of Quality First Teaching (DCFS, 2008) are:
- highly focused lesson design with sharp objectives
- high demands of pupil involvement and engagement with their learning
- high levels of interaction for all pupils
- appropriate use of teacher questioning, modelling and explaining
- an emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
- an expectation that pupils will accept responsibility for their own learning, work independently and
- regular use of encouragement and authentic praise to engage and motivate pupils
If children continue to have difficulty accessing learning and their progress is limited schools then offer different waves of support to increase children’s access to teaching and learning. The type of support offered will be dependent on a child’s particular difficulty, which is usually assessed identified by the school’s Special Educational Needs and Disabilities Coordinator (SENDCo).
Children identified as having a barrier to learning, are categorised under four areas:
- Communication and Interaction (CI)
- Cognition and Learning (C&L)
- Sensory and Physical (S&P)
- Social, Emotional and Mental Health (SEMH).
This information is then used to formulate an Individual Learning Plan (ILP) for a child. ILPs set out individual targets for children which are very specific and time limited in order to measure the impact of any intervention/therapy timetabled for that child. This cyclical approach is outlined in the Code of Practice and is entitled the Assess, Plan, Do, Review process.
If the impact of school interventions/therapies on children’s progress is limited it may then be appropriate to liaise with a range of multi-agency professionals to assess children’s needs and suggest further interventions. Professionals might include an Educational Psychologist (EP), a Speech and Language Therapist (SALT), an Occupational Therapist (OT) or a Physiotherapist. The advice and support that is provided by multi-agency professionals continues to support the Assess, Plan, Do, Review cycle.
In a small number of cases, and where children’s needs are severe and complex it may be necessary for the school’s SENDCo to refer a child to the Local Authority SEND team for further support in the form of an Education, Health, Care Plan.
Looked After Children (LAC)
Children become looked after when their birth parents are unable to provide ongoing care in either a temporary or permanent capacity. Children can either be looked after as a result of voluntary agreement by their parents or as the result of a care order. Children may be placed with kinship carers (family), network carers (extended family / friends) or foster carers depending on individual circumstances. Please refer to Designated Teacher for Looked After Children policy which is due to be updated in September 2018 in line with the ‘Keeping Children Safe in Education’ document.
The effects of being taken into care impact severely on the child’s social and emotional stability. This in turn limits their educational development and the impact of this varies depending upon the age at which the turbulence is experienced. It is an increasingly known fact that in professional circles (IE research educationalists and psychologists) the emotional and social wellbeing of children and young adults is inextricably linked to their ability to learn.
The Designated Person for a Looked After Child (DLAC) is the Inclusion Deputy within our school and they will hold the Personal Education Plan (PEP) and all information.
The following are useful documents and links to websites: