In line with the school’s focus on the skills and talents of every individual child, it is our responsibility to ensure that all individual needs are met in our school.
Mr Jordan is our academy's Inclusion Manager and within this role he is responsible for vulnerable pupils, pupils with Special Educational Needs, pupils for whom English is an Additional Language and those identified as Gifted and Talented.
We believe in inclusion and the right for every child to be challenged appropriately within their classroom, whatever their needs are. In some circumstances children will be withdrawn from their class for a particular intervention, but we generally believe that children should be in the learning environment with their peers.
Special Educational Needs and Disabilities (SEND)
Every class teacher meets termly with the Inclusion Manager and SEND team to discuss any children in their class that they are concerned about.
This ensures that concerns are identified at an early stage and appropriate interventions can be put in to provide individual or groups of children with additional support. Many of these support strategies will take place within the classroom and will enable individuals or groups of children to access the curriculum alongside the other children.
Mr Jordan will often advise class teachers and/or observe children within their classroom. If the child’s needs are considered to be at an appropriate level, the child may, in conjunction with the parents, be added to the school’s SEND register. Children will be placed on the register as needing ‘Additional School Support’. Interventions to support children are detailed on Individual Provision Maps, where targets are also set and progress monitored. If significant concerns regarding progress remain despite the additional school support, the school will ask for further professional involvement from Educational Psychologists, Speech and Language Therapists or the Behavioural Support Team. The external specialist may visit the school and conduct assessments or observations of the child and provide the school and parents with a report of their findings and recommendations.
If a child is still not progressing and the assessments provide evidence that they are below identified thresholds, which are in reality very low, the school may make a request for a Statutory Assessment to obtain an Education, Health and Care Plan (EHCP)
An independent panel will then take this request and the evidence provided and decide whether the process of Statutory Assessment should go ahead. At this stage, every agency that has been involved with the child, including the child’s family, will be asked to provide a report and evidence for the need for an Education, Health and Care Plan. If an EHCP is issued for a child, the parents then have the right to name a school placement which they feel would best meet their child’s needs. The plan provides statutory guidance as to the level of support and particular provision a child is entitled to. Children may be placed in mainstream schools, specialist units attached to mainstream schools or special schools. The statement is then reviewed annually to ensure it is still relevant, appropriate and that the child is making progress towards the objectives.
The Inclusion Manager monitors the progress of the children on the SEND register throughout the year in conjunction with the class teachers. This is then reported to the Headteacher and Governing Body. There is an allocated SEND governor, who meets termly with the school's Inclusion Manager.
Teachers with a responsibility for SEN within our locality group of schools work together to ensure that identification and monitoring of, and provision for, SEN are consistent across our group of schools. Expertise and knowledge are also shared across schools to ensure the best provision for our children.
Within our academy we have an eight-place Special Support Centre (The Alps) specifically for children who have an EHCP for ‘additional’ or Speech and Language needs. The staff in this unit are highly trained and experienced in working with a wide range of different needs and the children placed in our unit make very good progress as a result.