SEND (Special Educational Needs and Disabilities)
The 2014 SEND Code of Practice puts emphasis on the importance of early identification and schools’ role within this: ‘All schools should have a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point and then making effective provision improve long-term outcomes for the child or young person.’ (section 6.14 of the Code) So, identifying children and young people who are struggling is vitally important – with early identification we can make sure that children and young people get intervention early.
With the right early intervention, children make better progress, the longer-term impacts are minimised and many children can even catch up.
Special educational needs maybe identified in the following ways:
- Information from feeder/previous schools
- Teacher assessments indicate a significant and continuing lack of progress
- Concerns raised by parents/carers
- Concerns raised by teachers or the SENCo
- Liaison with external agencies
- Health diagnosis by a paediatrician
- Classroom observation
- Literacy and Cognitive Ability Assessments
Additional needs are categorised in the following 4 areas:
- Communication and Interaction
- Cognition and Learning
- Social, Mental and Emotional Health
- Sensory/Physical Need
Support in the first instance will always include Inclusive, Quality First Teaching, this is the effective inclusion of all pupils in high-quality every day, personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; carefully explained new vocabulary; use of lively, interactive teaching styles and the maximum use of visual and kinesthetic resources as well as auditory/verbal learning. This is also known as Wave 1 Intervention.
Some students need targeted catch up provision in the form of group work to help them get back on course. This is known as Wave 2 Intervention.
Where Wave 2 intervention has not been fully effective, Wave 3 Intervention will be offered. This is often a more specific and personalised intervention and will be in the form of Teaching Assistant support in lessons or 1:1 provision.
At Sturminster Newton High School, we take pride in supporting the individual needs of our students and offer a carefully planned and personalised approach. We offer a broad and comprehensive range of support that responds to social and emotional difficulties as well as academic learning needs.
Additional support may take the form of:
- In class support
- Additional Literacy lessons
- Small group work
- 1:1 Specialist Literacy Support
- Speech and Language Support
- Social Communication groups
- Emotional Literacy Support (ELSA)
- Behaviour Support Services
- Room 9 Break and Lunch Club
- Work from outside agencies such as Educational Psychologist Service (EP), Special Educational Needs Support Service (SENSS), Child & Adolescent Mental Health Service (CAMHS), Speech and Language Therapist (SALT) Hearing and Visual Impairment Team.
- Exam Access Arrangements