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
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
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
Please find below links to all Policies and Information relating to Special Educational Needs and Disabilities.
For all other enquiries please contact our SENCo/Inclusion Manager: Mrs J Grose on firstname.lastname@example.org