SEN Information Report
The approach to teaching pupils with SEN
Quality teaching in the classroom supports all SEN students. Differentiated work enables all students to make progress. Student’s progress and attainment is tracked and monitored by the SEN department using teacher assessment and classroom observation data. When necessary additional interventions are employed to reduce barriers to learning and support students educational needs. These take the form of both in-class and out of class intervention both with small groups or individuals working closely with a specialist Teaching Assistant for a focused period of time with clear progress objectives. Where relevant we seek specialist teacher and other outside agency support.
How adaptions are made to the curriculum
In addition to differentiation (eg work sheets and writing frames), the use of pre-teaching using word banks and in class support; the curriculum is adapted to help over-come the barriers to learning that the SEN students may experience. The year 7 timetable has been adapted to provide additional English and maths lessons for those students who need extra input. Alternative provision is available for some KS4 students to enrich their skills, which assists post 16 progression.
The expertise and training of staff to support pupils with SEN including how specialist expertise will be secured
Specific SEN training is focused upon specific needs. These are identified through a High Frequency SEN review and a Staff audit. Training of all staff is conducted both in house and using outside agencies. All support staff attend training to develop their skills and knowledge of their specific area of SEN responsibility. New teachers receive school specific SEN training from the SENCO or Assistant SENCO. Regular refresher training sessions for all staff are conducted throughout the year.
Evaluating the effectiveness of provision
Provision and Interventions are evaluated on both an individual student and whole provision basis. Teacher assessment data, observations, and Provision Mapping enable assessment and evaluation of progress.
How pupils with SEN are enabled to engage in activities available to pupils who do not have SEN
Classes are streamed according to attainment levels which assist differentiation of activities. SEN student engagement is enabled through further differentiation of resources, teacher support, activities, writing frames etc. Teaching Assistants are employed to assist students to make progress and over-come their barriers to learning and encourage the confidence within the classroom setting. SEN students who show an interest in participating in extra-curricular activities such as school performances and sporting events are encouraged and supported by the staff.
Support for improving social and emotional development
The SEN department works closely with the most vulnerable students during unstructured times of the day. A small social development club meets daily to develop self-esteem and confidence as well as friendship skills. The school counsellor is available twice per week for students with any emotional or mental health issue. The Boys Learning Mentor work with disengaged boys whose behavioural choices are having an impact upon their education and social well-being or are in danger of exclusion. In the past a small animal welfare activity has assisted student attendance and emotional welfare. Student support and local specialist schools also assist in this area of development.
How the school involves other bodies
The SENCO and Assistant SENCO lead in engaging relevant outside agency support. This may be through the LIFT or CAF process or through direct contact.
Arrangements for handling complaints
In the event of a complaint please contact Mr Keir Williams, SENCO or Mr Matthew Wright, Head Teacher.