Learning Support and SEND

(Special Educational Needs & Disabilities) Policy

(Including SEND Information Report)

Learning Support and SEND

(Special Educational Needs & Disabilities) Policy

(Including SEND Information Report)

CONTENTS PAGE

1.              Guiding Principles

page 2

2.              Definition of Learning Support and SEND

page 2

3.              Objectives for our pupils receiving Learning Support

page 3

4.              Objectives for SEND pupils

page 3

5.              Responsibilities of the SENCO

page 4

6.              Admissions relating to pupils with Additional Needs or SEND

page 5

7.              Accessibility

page 6

8.              Identification of Pupils in need of Learning Support and The

                Graduated Approach

page 6

9.              Provision

page 7

10.           Charges

page 9

11.           EHC Plans

page 9

12.           Monitoring pupil progress

page 10

13.           Communication

page 10

14.           Complaints

page 12

15.           Glossary of terms

page 12

16.           Appendices

page 13


GUIDING PRINCIPLES

The ethos of Wells Cathedral School is to nurture and stimulate every child and to provide a secure educational atmosphere, within a setting that is musically alive. We aim to create a supportive, non-stigmatised and inclusive educational environment that  promotes learning and development for all of our children irrespective of their starting point. We believe that every pupil in our school  should have an equal opportunity to enjoy their education and make the best possible progress. We have high but appropriate expectations of our pupils; embedding our philosophy of ‘Esto Quod Es’ (‘Be What You Are’) into our practice, and valuing all children for their individual strengths.

Wells Cathedral School will be guided by the following in formulating and executing the school’s Learning Support and SEND policy:

We also take into account guidance from the Independent Schools Bursars’ Association where it is stated that independent schools have a duty to make reasonable adjustments to policies, criteria and practices to address potential issues of discrimination, noting that from September 2012 the Act introduced a new duty with respect to reasonable adjustments :

‘where a disabled person would, but for the provision of an auxiliary aid, be put at a substantial disadvantage in relation to a relevant matter in comparison with persons who are not disabled, to take such steps as it is reasonable to have to take to provide the auxiliary aid’.

DEFINITIONS OF  ‘Special Educational Need or Disability’ and ‘Learning Support’.

The definition of Special Educational Needs is contained in the SEN Code of Practice 2015 (Introduction XIII/XIV):  

“A child or young person has special educational needs if he or she has a learning difficulty or a disability which calls for special educational provision to be made for him or her.”

A learning difficulty or learning disability is defined as having:

  1. significantly greater difficulty in learning than the majority of others of the same age  or
  2. a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age… (Section 20 (2) of the act.

A child or young person has a disability if :

  1. [he or she] has a physical or mental impairment
  2. the impairment has a long-term and substantial adverse effect on [his or her] ability to carry out normal day to day activities.

(This definition includes sensory impairments and long term health conditions such as asthma, diabetes, epilepsy and cancer.)

Special Educational Provision, referred to in the 2015 Code of Practice as ‘SEN support’  means:

education or training provision that is additional to, or different from that made generally for others of the same age.

At Wells Cathedral School we believe in giving additional support to all those identified as having barriers to their learning, and so we identify and address these barriers at  levels below that formally categorised under the act as Special Educational Need, when possible. These pupils with additional needs are referred to as receiving ‘Learning Support’.

OBJECTIVES

The objectives of the Learning Support  department  are:

The additional department objectives  for pupils with identified SEND are:

 

RESPONSIBILITIES OF THE SENCO

The SEND Code of Practice (2015) states that the SENCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school.

Although we acknowledge that the roles of the SENCO will differ across key stages, we feel that consistency of approach and good communication between Early Years, the Junior School and the Senior School is key to ensuring the best possible outcomes for our pupils .

 

Responsibilities include:

ADMISSIONS RELATING TO CHILDREN WITH SEND

Special Educational Needs and Disabilities include students with additional needs in the following areas:

1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory and/or physical

Wells Cathedral School welcomes all children who can make the most of the wealth of opportunities the school offers within a caring and supportive environment. Wells Cathedral School aims to promote and provide an inclusive environment for all students. We will always make and work towards reasonable adjustments to comply with our legal and moral responsibilities under the Equality Act 2010 in order to accommodate the needs of applicants who have SEND as defined by the Equality Act 2010, including those with a Statement of Educational Need or EHCP, for which, with reasonable adjustments, the School can cater adequately and in the best interests of the young person.

The School will require information of SEND (e.g. SpLD, ASD. mental health etc) which may affect a child’s ability to participate in the admissions procedure and take full advantage of the education provided at the School, so that the School can assess those needs and consult with parents about the adjustments which can reasonably be made to ensure that the application procedure is accessible for the candidate and that the School can cater adequately for the pupil should the offer of a place be made. Parents of a child who has any SEND should provide the School with full written details at registration, or subsequently before accepting the offer of a place.

The School needs this information so that, in the case of any child with particular needs, the School can assess those needs and consult with parents about the adjustments which can reasonably be made to cater adequately for the child's needs both during the admission process and once they start at the school if an offer of a place is made.  Similarly, if learning difficulties/disabilities, special educational needs or another disability become apparent after admission, the School will consult with parents about reasonable adjustments that may allow the child to continue at the School. Both for the purpose of admission and for any SEND established after a young person joins the school, the school will clearly outline the support provision and recommendations based on the SEND information and consultation process.

ACCESSIBILITY  

Wells Cathedral School covers a large area and consists of numerous separate buildings, many of them conservation grade listed and several stories high. The system of academic zoning and the nature of the buildings (both academic and boarding facilities) requires pupils to move around widely within the school day, often up stairs and steps in buildings without lifts or ramps. The school’s Reasonable Adjustments’ Committee sits as required to review the school’s procedures and facilities in respect of current and prospective pupils with SEND and to make recommendations with a view to improving accessibility. With our current facilities it is unfortunately the case that some problems may not be able to be reasonably remedied for financial and/or structural reasons. However short-term adjustments will always be made where possible and with careful timetabling and constant review of pupils’ needs we believe we can solve many of the accessibility difficulties that our disabled pupils might encounter.

IDENTIFICATION OF PUPILS IN NEED OF LEARNING SUPPORT: THE GRADUATED APPROACH TO  IDENTIFICATION  OF, AND PROVISION FOR, ‘SEND’

For some children, the need for Learning Support and the presence of SEND can be identified at an early age. However, for other children and young people difficulties become evident only as they develop. Staff are alert to emerging difficulties and aware of the need to respond early. We recognise that parents know their children best and it is important that as professionals we listen and understand when parents express concerns about their child’s development. We are also keen to listen to and address any concerns raised by the children and young people themselves.

In order for the individual needs of every child to be met, their progress and well being are monitored. To ensure early identification of  additional learning needs/SEND, pupil progress is tracked against age-related expectations and both summative and formative assessment is regularly carried out, the results of which are carefully scrutinised and discussed by staff. (See Appendix 3: Pupil Screening across the school) Equally, we understand that attainment in line with chronological age does not necessarily mean that there is no learning barrier or disability, and that a child’s needs may be physical, social, emotional or behavioural, not simply in cognition and learning.  The school follows a procedure of referral when concerns are identified. A Record of Concern form (ROC) is available to all staff to complete, in order to alert the SENCO to concerns regarding pupil progress and wellbeing (Appendix 5). This may be completed by members of staff, either independently or as a result of conversation with the pupil themselves, other members of staff, parents,  external agencies or the pupil’s previous school.

The concerns are then discussed  with the SENCO.  The first response should be high quality teaching targeted at their areas of weakness (Wave 1), but where concern remains the SENCO will need to take further steps.  While informally gathering evidence (including the views of the pupil and their parents) the school will put in place measures designed to secure better progress, where required.  This may consist of increased and specific differentiation within class and for homework, the use of additional in-class support, a period of small-group support, or  a request for parental consent to further assessment and diagnostic screening to assess whether the child has learning difficulties and/or a special educational need or disability. This may be carried out by the SENCO, specialist teachers or by external specialists (educational psychologists, behavioural optometrists, speech and language therapists, occupational therapists and paediatricians).  Following such screening,  strengths and weaknesses are discussed with the parent, pupil (if appropriate) and staff, and an allocation of appropriate support is arrived at (see diagram below). Targets will be agreed and a date set for review.

Identification of SEND in children with English as an Additional Language

Wells Cathedral School’s specialist Music and Mathematics programmes attract a significant  number of pupils with English as an additional language. Particular care will be taken in these instances to look at all aspects of the pupil’s performance in different areas of learning and development, to establish whether lack of progress is due to limitations in their command of English or if it arises from a special educational need or disability. There is close liaison with the Head of the EAL department in the senior school.

PROVISION

In our assessment, teaching and monitoring of children who experience barriers to their learning we are guided by the  Code of Practice for Special Educational Needs and Disability 2015.  The school therefore follows the recommended  ‘graduated approach’ - a response system of Assess - Plan - Do - Review in order to best support our pupils. (See Appendix 1 - A Graduated Approach)

For pupils assessed as having SEND, Personal Learning Plans/ Play Plans and the targets set within them will be regularly reviewed  by the SENCO in consultation with staff, and, wherever possible, the parents and the pupil .

We aim to provide support for children with SEND that fall into one or more of the four broad categories outlined by the 2015 SEN code of practice (see Appendix 2 a,b & c, WCS EYFS, Pre-Prep/Junior and Senior School Provision Maps). Whilst the  Learning Support Department will endeavour to support the needs of all children with a special educational need or disability, we also acknowledge that the teaching of children with a special educational need is a whole school responsibility, as is emphasised in the new Code of Practice,  and we work hard to ensure that all staff are made aware of how best to support their pupils, and provide opportunities for continuing professional development and training for our staff: “All teachers are teachers of children with special needs” (SEN Code of Practice 2015), and all teachers are asked to anticipate individual learning needs and to help overcome barriers to learning.

 

Prior to Wave 1 - ROC form completed by any member of staff and communicated to SENCO.

Wave 1 Provision

Wave 2 Provision

Wave 3 Provision

CHARGES FOR SEN PROVISION

From September 2014 Wells Cathedral School made the decision that support deemed necessary by the school for pupils with learning differences will no longer incur an additional charge. This will include examination adjustments such as additional invigilation, scribes or prompts. Strict criteria will be applied in determining whether children are eligible for school-funded support.  As part of this system of funded support there are regular reviews of pupils' progress towards their learning support targets, to ensure that the level and nature of support provided remains appropriate.  Parents/guardians are contacted individually with details of the support we intend to offer their child. Signed consent forms for school-funded tuition are not needed, though parents do of course have the option to decline the support offered. Where parents wish their child to have additional individual support beyond the level determined as necessary by the school, this will continue to be chargeable at the current rate, reviewed every academic year.  

EHC PLANS (EDUCATION, HEALTH AND CARE PLANS)  

The statutory assessment process leading to the issue of an EHC Plan is a 20 week process involving the young person and their family at the heart of decision making, collecting information and planning. Information is collected from professionals in the child’s educational setting, health professionals and an agreed professional who can work with the family to identify any care needs. From September 2014, the small number of children and young people with significant and complex special educational needs who meet specific criteria for a statutory assessment of their needs and subsequent issue of a statutory plan, will be issued with an Education Health and Care Plan (EHC Plan) rather than the previously titled Statement of Special Educational Needs. EHC plans cover 0 - 25 year olds.

 

An EHC Plan is a legal document that outlines the child or young person’s education, health and care needs and the provision required to meet these needs. The Plan also sets out the aspirational outcomes agreed with the child or young person and those supporting them, which should be reached if the Plan is successful. An EHC Plan is then written together with the parents (and young person if appropriate) and agreed by the local authority.

The EHC Plan will be reviewed at least annually and will be amended to ensure it continues to identify the child or young person’s needs, aspirational outcomes and provision needed until they no longer attend an education setting or training, or their outcomes are met.

MONITORING PUPIL PROGRESS

Progress is an important factor in determining the need for additional support. Given the nature of some pupils’ learning difficulties, their progress in literacy and numeracy can be slow and measured progress can sometimes seem discouraging. This is why, in addition to SMART targets, emphasis is placed on desired outcomes. Variables such as motivation, attitude, self-esteem and confidence are significant factors when evaluating performance success. Adequate progress is that which:

 

Where significant progress is made, the class/subject teacher and SENCo may decide that the pupil  no longer needs SEN support, and may be monitored by the teacher while still receiving Wave 2 learning support and in-class differentiation as necessary.  At this time the teacher, supported by the SENCo, may set targets to ensure that progress is maintained, parents/carers will be informed and their views taken into account before the decision is made.

 

COMMUNICATION WITHIN AND BEYOND OUR SCHOOL

Communication with staff  

Communication with all staff is considered important and is in a range of different forms:

 

Partnership with parents

Wells Cathedral School firmly believes in developing a strong partnership with parents and that this will enable children and young people with additional learning needs or SEND to achieve their potential.  The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership. Examples of our parent partnership include:  parent consultations, informal meetings responding to staff or parent concern, initial meetings when additional needs are suspected, feedback comments from PLPs incorporated into future plans, meetings to support transition to a new Key Stage/school (see below), email correspondence offering advice and support from SENCos and teachers.  When meetings are held between parents/carers and the SENCo a record of the discussion is made and actions listed and reviewed. (See Appendix 4 for an example of such a form: Record of Meeting with Parent/Carer).

Transition  between phases of education

It is the responsibility of the SENCos, in collaboration with other staff, to make arrangements for supporting children and young people with SEND in moving between phases of education at Wells Cathedral School or on to new schools. In addition to the usual arrangements to support pupils’ transition, SENCos will:

Links with other agencies, organisations and support services

The school recognises the important contribution that external support services make in assisting to identify, assess, and provide for SEND pupils. When it is considered necessary, colleagues from support services will be involved with SEND pupils. Examples of such links are listed below:

 

Pupil participation

The SEND Code of Practice (2015) states the importance of involving pupils in planning and reviewing progress. Wells Cathedral School respects this, and the views of the children in the school are given due weight according to their age, maturity and capability. Pupils participate, where possible, in the decision making processes, including setting and reviewing of targets.

Communication with Governors

The Academic Committee formally reviews the work of the SEND Department once a year (usually in Lent Term). The SEND register and other SEND-related matters are discussed with the Governor responsible for SEND at least annually.

COMPLAINTS’ PROCEDURE  

If parents have a complaint related to provision for their child’s additional or special educational needs and disabilities  this should be directed in the first instance to the member of staff concerned, their child’s form tutor or the SENCO. We are always keen to discuss issues of concern and seek a satisfactory resolution face to face, where possible.  If there continues to be a cause for complaint, parents should address their concerns through the school’s official complaints policy which can be found on the school website or through the school office.

RELATED POLICIES

GLOSSARY

AN                                Additional Needs, not severe enough to be classified as SEND but

still   creating a barrier to learning.

BESD                         Behavioural, Emotional and Social Difficulties

EHC                              Education, Health and Care plans

PLP                        Personal Learning Plan

PPP                                  Personal Play Plan (Early Years Foundation Stage)

LEA                               Local Education Authority

LS                        Learning Support

LSA                               Learning Support Assistant.

N.B. Different role to TA (Teaching Assistant)

SEND                           Special Educational Needs and Disabilities

SENCO                   Special Educational Needs Co-ordinator

SEN SUPPORT         The new 2015 global term referring to the pupil support offered

          previously as ‘School Action’ and ‘School Action Plus’

Senior, Junior & Pre-Prep SENCOs

September 2020

Review:  September 2022

APPENDICES

Appendix 1.  

The Graduated Approach

ASSESS

Staff and the SENCO should clearly analyse the pupil’s needs before identifying a child as needing learning support. They will draw on teacher assessment and their experience of the pupil.

PLAN

Parents will be notified wherever it is decided that a pupil is to be provided with small group support or individual SEN support. Through Personal Learning Plans, parents of SEND children will be informed what targeted interventions their child is receiving, what needs they are addressing, and what the desired outcomes are.

Staff who work with the pupils will be made aware of their needs, the support they are receiving, the outcomes sought and any strategies that are required or recommended.  

DO

The class or subject teacher remains responsible for working with the child on a daily basis. Where the interventions involve group or 1:1 teaching away from the main teacher, he/she still retains responsibility for that pupil’s learning and should work closely with teaching assistants or specialist staff involved with the child.

REVIEW

The effectiveness of the support will be reviewed in line with  agreed dates. Subsequent provision will be determined by these reviews. Where a pupil continues to make less than expected progress despite evidence-based support and interventions matched to their needs, further assessment or advice will be sought from within the school or from external specialists..

Where a pupil makes significant progress their Wave provision will be reviewed, and support reduced accordingly, with progress closely monitored.

Personal Learning or Play Plans for SEND pupils will be reviewed termly and re-issued twice yearly.

Appendix 2   a,b,c     School Provision Maps for Learning Support/SEND

  1. WCS Little Wellies / EYFS Provision Map

 

Category of SEND:

Wave 1 Provision

Wave 2 provision

Wave 3 Provision

Cognition and Learning

e.g.

MLD (moderate learning difficulties)

SLD (severe learning difficulties)

SpLD (specific learning difficulties affecting one or more aspects of learning)

Quality First Teaching/continuous provision - planned and delivered by teachers/key persons and advised by SENCO

  • Differentiated Curriculum planning and work to ensure personalised learning:
  • Child led planning / planning from children’s interests and next steps
  • Regular observations, communicated to parents (Tapestry)
  • Subtle ability groups (Rec only)
  • Differentiated delivery (simplified language, pace of delivery,repetition of instructions etc)
  • Increased visual aids: visual timetable, snack time visuals, name writing cards, listening fans/prompts, use of STC, alphabet mats etc, number washing line
  • Differentiated outcomes - either by group or by individual
  • Practical maths resources available to all
  • Practical and differentiated Phonics teaching - Read Write Inc plus aspects of Letters and Sounds.
  • Full time teaching assistant / support staff
  • Personalised requirements from reading and homework e.g., range of reading scheme books, flashcards at a specific level and extra games and resources provided where necessary (Rec)
  • Multi-sensory learning experiences across continuous provision and adult led provision.
  • Seating of children at carpet time considered according to needs

Small group support

  • Small focus groups when necessary, advised by SENCO but delivered by in class staff.
  • Reinforcement of class work within small group setting (as above)
  • Phonics focus groups- small group support for those needing to revisit Phases
  • Intervention activities for individual children.
  • Additional resources sourced such as talking tins, phonics phones, coloured photocopy paper, pastel whiteboards.

Intensive 1:1 structured programme of support

  • in Literacy or Maths development (more appropriate for Rec) e.g. individual needs specifically planned for in MD and Lit plans, or one to one tuition provided.
  • Additional individual reading with volunteer,parent, sixth former (Rec)
  • Additional resources sourced such as sensory equipment, wobble cushion, writing aids/slanted tables etc
  • In some cases, when the school and parents agree it is necessary - one to one support provided

Communica-

tion and Interaction

SLCN (speech language and communication needs)

ASD (autistic spectrum disorder)

  • Differentiated curriculum planning, activities delivery and outcome, such as simplified language, repetition of instructions
  • Increased use of visual aids and modelling - listening fans etc
  • Visual timetables and visual prompts
  • Use of symbols and flash picture cards - leaving the room cards, now/next cards, snack time visuals
  • Highly structured routines
  • Seating of children at carpet time considered according to needs
  • in class support from TA with focus on supporting speech and language
  • Small ‘social skills’ groups such as ‘nurture group’ where necessary
  • Speech and Language support from NHS, Private Speech Therapist delivered in school
  • Input from external agency e.g. BIBIC, Autism Outreach
  • Support for alternative forms of communication e.g.Makaton, STC
  • Personalised visual aids

In some cases, when the school and parents agree it is necessary - one to one support provided

Social , Emotional and Mental health difficulties.

(wide range of behaviours that may reflect underlying mental health conditions)

ADD (attention deficit disorder)

ADHD (attention deficit hyperactivity disorder.

  • Implementation of whole school positive behaviour policy emphasising reward and recognition.
  • Emphasis on PSED area of learning of EYFS and planning from The Unique Child’s needs and abilities
  • Class rules developed together at the beginning of the year, reinforced visually in each classroom, and through day to day activities
  • Positive reward systems - The Three Bees, traffic lights
  • Nurturing school ethos which recognises and values equality and diversity.
  • Seating of children at carpet time considered according to needs

  • Small group Circle time, or ‘Social Skills’ groups
  • Individual reward / sanction systems
  • Individual  counselling provided by school
  • Anger management training provided by school counsellor
  • Time out in a supportive reassuring space

In some cases, when the school and parents agree it is necessary - one to one support provided

Sensory and Physical Needs:

Vision impairment

Hearing Impairment

Multi-sensory Impairment,

Physical disability

Medical condition e.g. epilepsy.

  • Learning environment which meets sensory and physical needs, eg,  visual aids, acoustics, lighting and physical space.
  • Quiet spaces available for focused, differentiated group activities
  • Flexible teaching arrangements
  • All staff to be made fully aware of physical impairments or sensory processing disorders and their implications in the school setting
  • Medical support from St Andrew’s Lodge
  • Daily movement activities - sticky kids, wake and shake, plus Funky Fingers and Fitness Friday
  • Weekly EYFS Games session differentiated for all needs - high adult:child ratios to allow for support where necessary.
  • Dough gym - physical (prerequisite writing) skills group
  • Quiet spaces available for focused one to one or small group activities
  • Access to motor skill support and advice from OT
  • Physical programme provided by SENCO
  • Sensory processing aids, e.g. special socks and clothes
  • Time out space


  1. WCS Pre-Prep /Junior School Provision Map

Category of SEND:

Wave 1 Provision

Wave 2 provision

Wave 3 Provision

Cognition and Learning

e.g.

MLD (moderate learning difficulties)

SLD (severe learning difficulties)

SpLD (specific learning difficulties affecting one or more aspects of learning - dyslexia,  dyscalculia,dyspraxia/DCD, working memory weaknesses)

High Quality Teaching - planned and delivered by teachers and advised by SENCO

  • Differentiated curriculum planning and work to ensure personalised learning
  • Differentiated delivery (simplified language, pace of delivery,repetition of instructions etc)
  • Increased visual aids: tinted paper, overlays, key words lists, alphabet arcs
  • Differentiated outcomes (use of ICT, visual/audio rather than written presentation)
  • Practical maths resources available to all  when needed
  • Illustrated dictionaries/word mats/spell checkers
  • Use of writing frames, mind mapping frames/software
  • in-class support from TA
  • Support for homework

Small group support

  • structured maths programme e.g. Rapid Maths
  • reinforcement of class work within small group setting
  • maths bags of equipment available to all Wave 2 maths support groups
  • Letters and Sounds Phase work
  • Alpha to Omega and Read Write Inc material
  • High Frequency Spelling Booklets (Word Shark)
  • Mathletics and other computer software
  • Word Shark and Nessy Learning Programmes
  • Primary Ed resources
  • test access arrangements

Intensive 1:1 structured programme of support recorded in a Personal Learning  Plan

  • in literacy, and numeracy
  • One to One LSA
  • intensive remedial programmes such as Toe by Toe, Read Write Inc, Power of 2, Teodorescu
  • Additional individual reading with volunteer,parent, sixth former.
  • Paired reading systems
  • memory skill training
  • peer tutoring system
  • Allocated chrome book for maximum opportunities to use ICT.
  • test access arrangements

Communica-

tion and Interaction

SLCN (speech language and communication needs)

ASD (autistic spectrum disorder)

  • Differentiated curriculum planning, activities delivery and outcome, such as simplified language, repetition of instructions, use of an instructions buddy
  • Increased use of visual aids and modelling
  • Visual timetables and visual prompts
  • Use of symbols and flash picture cards
  • Highly structured routines
  • in class support from TA with focus on supporting speech and language
  • additional use of ICT - e.g. text to speech software
  • test access arrangements
  • Speech and Language support from NHS, Private Speech Therapist delivered in school
  • Input from Autism Outreach /Bibic
  • Support for alternative forms of communication e.g.Makaton
  • Visual organiser
  • test access arrangements
  • Use of 5 point scale to manage responses
  • Chatterbox Club - a social communication skills workshop

Social , Emotional and Mental health difficulties.

ADD (attention deficit disorder)

ADHD (attention deficit hyperactivity disorder.

Other (a wide range of behaviours that may reflect underlying mental health conditions)

  • Implementation of whole school positive behaviour policy emphasising reward and recognition.
  • Class rules discussed and explained
  • Nurturing school ethos which recognises and values equality and diversity.
  • Support for emotional literacy.

  • small group Circle time
  • Group reward system
  • support for unstructured times
  • test access arrangements
  • Individual reward /sanction system e.g. the 5 Point Scale system - reinforced by all staff
  • Individual  counselling provided by school
  • Anger management training provided by school counsellor
  • Peer mentoring
  • Time out in a supportive reassuring space
  • test access arrangements

Sensory and Physical Needs:

Vision impairment

Hearing Impairment

Multi-sensory Impairment,

Physical disability - e.g cerebral palsy

Long term medical condition e.g. epilepsy, diabetes.

  • Learning environment which meets sensory and physical needs, eg,  visual aids, acoustics, lighting and physical space.
  • Flexible teaching arrangements
  • All staff to be made fully aware of physical impairments or sensory processing disorders and their implications in the school setting
  • Medical support from St Andrew’s Lodge
  • Movement programme  (INPP)
  • Physio incorporated into class warm  up in PE
  • Additional keyboard skill tuition groups
  • Additional handwriting practice - e.g. Teodorescu scheme
  • Access to writing equipment such as writing slopes, finger spacers, pencil grips
  • motor skills group
  • test access arrangements
  • Individual medical care plan provided by St Andrew’s Lodge
  • Physical adaptations  to environment
  • access to motor skill support and advice from OT
  • individual handwriting tuition
  • physiotherapy programme provided by school nurse or LSA
  • Sensory processing aids, e.g. weighted lap belts, chewellery wrist bands, ear defenders
  • staff training e.g in use of  epipens
  • test access arrangements

  1. WCS Senior School Provision Map

Category of SEND:

Wave 1 Provision

Wave 2 provision

Wave 3 Provision

Cognition and Learning

e.g.

MLD (moderate learning difficulties)

SLD (severe learning difficulties)

SpLD (specific learning difficulties affecting one or more aspects of learning - dyslexia,  dyscalculia,dyspraxia/DCD, working memory weaknesses)

Quality First Teaching - planned and delivered by teachers and advised by SENCO

  • Differentiated curriculum planning and work to ensure personalised learning
  • Differentiated delivery (simplified language, pace of delivery, repetition of instructions etc)
  • Increased visual aids (key words lists, written instructions,  print outs from interactive board, pupil encouraged to photograph work/instructions on board)
  • Differentiated outcomes (use of ICT, visual/audio rather than written presentation)
  • Spell checkers
  • Use of writing frames, mind mapping frames/software
  • Support for homework (shared document, MyWells)
  • Word uploaded to Google Classroom
  • Exam access arrangements
  • Extra time, word processing, reader, scribe, separate invigilation, prompt, read aloud

One to one

  • Short term one to one support.

Spelling support via Spellzone subscription

Drop in clinics

  • Y7-13
  • Subject support e.g. Maths, science (KS4, 6th form)

Maths TA class support

Exam access arrangements

  • Extra time, word processing, reader, scribe, separate invigilation, prompt, read aloud

Intensive  group structured programme of support

  • In literacy or numeracy
  • Adapted programmes such as EveryoneCan Read and Rapid Plus Comprehension
  • Specialist SpLD support linked to subjects e.g. comprehension, specific terminology
  • Revision skills and exam technique training
  • Memory skill training
  • 6th form mentor e.g. help with prep, proof reading, memory games, touch typing

Maths TA class support

Communica-

tion and Interaction

SLCN (speech language and communication needs)

ASD (autistic spectrum disorder)

  • Differentiated curriculum planning, activities delivery and outcome, such as simplified language, repetition of instructions, use of an instructions buddy
  • Increased use of visual aids and modelling
  • Visual prompts
  • Structured routines
  • Google Classroom
  • Exam access arrangements
  • Extra time, word processing, reader, scribe, separate invigilation, prompt, read aloud
  • Additional use of ICT - e.g. text to speech software
  • Short term 1:1

  • Exam access arrangements. Extra time, word processing, reader, scribe, separate invigilation, prompt, read aloud
  • Speech and Language support from NHS, Private Speech Therapist
  • Input from support agencies such as Autism Outreach /Bibic
  • St Andrew’s Lodge
  • Assistance with developing suitable personal organisation strategies and technology e.g. Google calendar
  • 6th form mentor
  • Long term 1:1

Social , Emotional and Mental health difficulties.

ADD (attention deficit disorder)

ADHD (attention deficit hyperactivity disorder.

Other (a wide range of behaviours that may reflect underlying mental health conditions)

  • Implementation of whole school positive behaviour policy emphasising reward and recognition
  • Nurturing school ethos which recognises and values equality and diversity
  • Relevant information shared with staff in contact with identified pupils
  • Exam access arrangements

Separate room, rest breaks. prompt

Exam access arrangements

  • Separate room, rest breaks. Prompt
  • Short term 1:1
  • Individual  counselling provided by school
  • Anger management training provided by school counsellor
  • St Andrew’s Lodge
  • Specialist advice from CAMHS
  • Peer mentoring
  • 6th form mentor
  • Long term 1:1

Sensory and Physical Needs:

Vision impairment (including visual processing disorders)

Hearing Impairment (including auditory processing disorders)

Multi-sensory Impairment,

Physical disability - e.g cerebral palsy

Long term medical condition e.g. epilepsy, diabetes.

  • Learning environment which meets sensory and physical needs, eg,  visual aids, acoustics, lighting and physical space.
  • Flexible teaching arrangements
  • All staff to be made fully aware of physical impairments or sensory processing disorders and their implications in the school setting
  • Medical support from St Andrew’s Lodge

  • Additional keyboard skill tuition
  • Additional handwriting practice
  • Access to writing equipment such as pencil grips

Exam access arrangements

  • Word processing, scribe, reader, coloured overlay, enlarged paper
  • Access to motor skill support and advice from OT
  • Sensory processing aids, e.g. ear defenders
  • 6th form mentor to support touch typing or assist with handwriting tuition

Appendix 3

Pupil Screening Map

Year

Screening tool

Skills screened

Reception

Early Years Profile.

NfER Reading Test.  

GAP assessment

ECAT where necessary

Single word reading

1

Termly Maths Ass.

Phonic Ass

NfER Reading Test  

NfER spelling

NFER comprehension

NFER Maths

General progress and understanding in maths

End yr 1 phonic screening

Word/comprehension Reading

Spelling Test

2

Termly Maths Ass.

Phonic Ass

NfER Reading Test  

NfER spelling

NFER comprehension (end of year)

NFER Maths (end of year)

NFER Maths (end of year)

New Group Spelling Test (NGST)

New Group Reading Test (NGRT)

Wide-ranging diagnostic computerised assessment

General progress and understanding in maths

End yr 1 phonic screening

Word/comprehension Reading

Spelling Test

3

LLI Index (Sept)

NfER Reading, (at beginning of year for LDD and new pupils, for all at end of year.)

NFER SW Spelling

High Frequency Words’ Check (Sept)

NFER Maths (end of year)

New Group Spelling Test (NGST)

New Group Reading Test (NGRT)

Listening and Silent Reading Comprehension Skills & Spelling.

Wide-ranging diagnostic computerised assessment

Word/comprehension Reading

Spelling Test

High Frequency Words

4

NfER Reading(at beginning of year for LDD and new pupils, for all at end of year.)

NFER SW Spelling

High Frequency Words’ Check (Sept)

NFER Maths (end of year)

New Group Spelling Test (NGST)

New Group Reading Test (NGRT)

Wide-ranging diagnostic computerised assessment

Word/comprehension Reading

Spelling Test

High Frequency sight and regular words

5

NfER Mathematics

NfER Reading(at beginning of year for LDD and new pupils, for all at end of year.)

NFER SW Spelling

High Frequency Words’ Check

NFER Maths (end of year)

New Group Spelling Test (NGST)

New Group Reading Test (NGRT)

Wide-ranging diagnostic computerised assessment

Progress and Understanding in Mathematics

Word/comprehension Reading

Spelling Test

High Frequency sight and regular words

6

InCas  (Oct/Nov)

NfER Mathematics (Oct)

NfER Reading( beginning of year for SEND and new pupils, for all at end of year.)

 NFER SWST

High Frequency Words’ Check

NFER Maths (end of year)

New Group Spelling Test (NGST)

New Group Reading Test (NGRT)

Wide-ranging diagnostic computerised assessment

Progress and Understanding in Mathematics

Word/comprehension Reading

Spelling Test

High Frequency sight and regular words

7

AAB, DASH

Spelling, Writing Speed

9

Dictation and Recall school screener

SDMT

AAB

Recall and memory, handwriting to dictation, speed of processing, auditory processing, interpretation and comprehension, spelling.

10

(Yellis)

(Vocabulary, Maths, non verbal)

12

(ALIS)

(Predict exam outcomes by subject)


Appendix 4

Record of Meeting with Parents/Carers of ………………………………...

Date:

 Reason for Meeting:

Points to be raised by teacher/SENCO:

Details of discussion, points raised by parents/carers and (if present) pupil:

Action and Timescale decided upon:

Date set for next meeting/review:

Appendix 5

SEND RoC Form

Record of Concern

Name of Child:          

 Year Group:                   Date of Birth:

Date concern registered:

Concern raised by:

Is the child already on the SEND register (Wave 3)?

If not, is the child at Wave 1 or 2?

 

Nature of concern:  

(To be completed by the individual registering concern)

(Consider: what barriers to learning is the child experiencing? Are the barriers primarily academic, social, emotional? When do they manifest themselves particularly? If he/she is already receiving support is it sufficient/correctly targeted? Have new differences or difficulties emerged?)

Action Requested:  

( Consider: discussion with Head of Learning Support, discussion with colleagues, meeting with parents, request for observation of child in class, informal diagnostic assessment  etc)

Part B: To be completed by the SENCO

Action to be taken:

 (Consider: increased differentiation within class, adjustments to learning environment, staff information sharing and discussion,  meeting with parents, diagnostic informal assessment, formal internal assessment, referral to external agencies,)

Individuals to be involved:

Date set for review:


Appendix 6

List of Current Staff in the Early Years, Junior and Senior SEND departments

Little Wellies

Lauren Millington - Little Wellies SENCo

Junior School (including Pre Prep)

Rebecca Bridgford-Whittick - Head of Learning Support / SENCo (Junior School), specialist teacher and assessor.

Elizabeth Parfitt - specialist teacher.

Trudie Dowell- Learning Support Assistant

Tia Osborne - Learning Support Assistant

Nicki Pickman - Learning Support Assistant

Senior School

Danielle Blunden- Specialist teacher, lead for pupils with ASD

Kate Brown - Specialist teacher and assessor

Pamela Burge - Teaching Assistant

Catriona Cameron- Teaching Assistant

Mark Dignum- Head of Learning Support/SENCO

Penny Hall - Specialist teacher and teaching assistant

Daisy Hunt-Teacher

Lauren James - Specialist teacher and assessor, lead for sixth form students

Bettina Paton-Freeman - Teaching Assistant