Special Education Needs and Disabilities (SEND) & Inclusion
Special Education Needs and Disabilities Co-ordinator (SENDCO)
Miss C Nedderman
SEND and Inclusion Faculty Vision Statement
Working together for excellence through facilitating independence and building confidence.
The Inclusion Faculty is committed to providing all students with every opportunity to achieve the highest standards. We believe that every student has an entitlement to develop to their full potential and receive the best possible education. The faculty particularly works with students who have specific learning needs, social and emotional needs and with those whose first language is not English. Our aim is to help them to become independent learners and to prepare them for life in the 21st century. Educational experiences are provided which develop students’ achievements and recognise their individuality.
In this school the Faculty of Inclusion recognises a child’s right to a broad, well-balanced, relevant and challenging curriculum which is appropriate to their individual abilities, talents and personal qualities.
We have a commitment to promoting inclusion for all by striving to:
- provide ALL students, including those with SEND, differentiated work to support their learning needs.
- provide SEND students with increasing levels of small group and individual intervention to support their individual needs.
- support SEND students through a system of target setting, monitoring, and reviewing.
- keep a SEND register for the purpose of monitoring, supporting and providing an appropriate level of intervention.
- monitor the achievement of SEND learners through data, teachers and most importantly the child.
- refer to and liaise with outside agencies to ensure all students receive the highest quality intervention and support.
- liaise with parents/carers/keyworkers and students to provide a pupil profile of personalised intervention and strategies to be used in the classroom
The most vulnerable students in Year 7 are placed into the ‘Nurture Group’. Although students in the Nurture Group follow the same National Curriculum subjects as the rest of their year group, the amount of time allocated to each subject varies in order to address their specific needs. Some subjects may also be taught in an integrated manner, enabling students to develop and reinforce important core skills. Being taught together, allows teachers to focus closely on the specific needs of the students in the Nurture Group.
- At Key Stage 4, students with Special Educational Needs follow a similar curriculum to their peers. However, some of the courses are altered in order to personalise the learning to meet the specialised needs of individuals.
- There are also some students who also need additional support in order to fully access the curriculum. The Inclusion Faculty provides teachers with details for all students on the SEND register with strategies as to how to differentiate work and support them. The curriculum is also organised to provide additional literacy and numeracy intervention and support for students on an individual basis. Additionally, Teaching Assistants and Learning Mentors are assigned to individual students and groups in order to provide them with additional support dependent on particular needs.
- All vulnerable pupils and pupils with Statements or EHC plans are designated a Keyworker to ensure strong links with home and school and to closely monitor progress and well-being.