Theme of the week is: self esteem
All mainstream schools have a Special Educational Needs Coordinator (SENCo). They work with pupils, staff and parents to support pupils who need extra help to achieve their full potential at school. Pupils may be identified as having a range of learning needs or physical disabilities which could impact upon their learning.
On this page you will find a copy of our SEN information report, which explains how we support pupils with special educational needs, including what kind of needs are provided for at our school and our policy for identifying and assessing pupils with special educational needs. This includes details of how our school evaluates the effectiveness of our provision for pupils with special educational needs; how we assess and review the progress of pupils with special educational needs; our approach to teaching pupils with special educational needs and how we adapt the curriculum and learning environment for pupils with special educational needs; how our school enables pupils with special educational needs to engage in the activities of the school (including physical activities) together with children who do not have special educational needs; any additional support for learning that is available to pupils with special educational needs and any support that is available for improving the emotional, mental and social development of pupils with special educational needs.
You will also find contact details for our SENCo and information about the expertise and training of our staff in relation to children and young people with special educational needs, as well as information about how equipment and facilities to support children and young people with special educational needs will be secured.
We have also provided details about our arrangements for consulting parents of children with special educational needs, and how we involve parents in the education of their child, as well as our arrangements for consulting young people with special educational needs and involving them in their education.
In our information report you will also find details of how our governing body deals with complaints from parents of pupils with special educational needs concerning the provision made at the school, and how the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
Our SEN information report also contains contact details of support services for the parents of pupils with special educational needs and details of how we support pupils with special educational needs when they transfer between phases of education or in preparation for adulthood and independent living, as well as information on where the local authority’s local offer is published.
• SENCo – Special Educational Needs Co-ordinator
• Inclusion Manager
• Inclusion Administrator
• Part time specialist teacher in Dyslexia
• AIM (Attainment Inclusion Mentoring) Co-ordinator
• Teaching Assistants
As a team our aim is to improve the access to learning for our students so that they can realise their potential.
The answer to this question is “in so many different ways”. Each student is an individual and deserves individualised support.
We consider the transfer information from junior schools along with assessment of reading, spelling and handwriting conducted at the beginning of Year 7.
Relevant students may be given extra help with their literacy skills. Teaching Assistants support students across subject areas in class. They may also work with small groups or individually and some students may be withdrawn for help on a 1:1 basis.
Students with learning difficulties are monitored throughout their school career and the OCN SEN Guidance is used to help identify the level of support required.
If you have any questions about learning support, please do not hesitate to contact the college.