What of Special Educational Needs does the school make provision for? Type of Need Examples of support in our school How we it is working Cognition and Learning Children and young people with cognition and learning needs may find it hard to develop skills in numeracy and literacy, areas in which much learning in other subject areas depends. Children may find it difficult to think and understand their way through their learning. A child’s needs will vary from individual to individual, and appropriate support is put in place to meet personal needs. Support with TA in class Breakdown task into smaller Peer support Small group, paired work and 1‐1 Interventions – withdrawal with subject specialist Subject specific and individual targets Differentiation Access to specialist support from a teacher or other professional. School based assessments Individual targets reviewed Discussion with pupils, parents, teaching staff, outside agencies School based tracking systems Have meetings with other staff in school about pupil progress and achievement Type of Need Examples of support in our school How we check it is working Communication and Interaction Children and people with communication and interaction needs may find it difficult to communicate with others. They might find it hard to say what they want to, or experience difficulty in understanding what is being said to them. They also find it difficult to use or understand social rules of communication. Some children and young people with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, may have particular difficulties with social interaction. They may experience difficulties with language, communication, social interaction and imagination, and this can impact on how they relate to others. Extra‐curricular activities (e.g. games club) Differentiation Specialist staff e.g. Lead ASD practitioners Small group, paired, 1‐1 support. Advice from specialist professionals in and out of school Pupil thumbnails advising on barriers and strategies to overcome Non-teaching pastoral managers available during the day Speech and language programmes Observations of the young person School based assessments Individual targets reviewed Discussion with pupils, parents, teaching staff, outside agencies School based tracking systems Have meetings with staff in school about pupil progress and achievement
Type of Need Examples of support in our school How we check it is working Sensory and/or physical needs Children and young people may have a disability such as a hearing impairment (HI), visiual impairment (VI) or multi‐sensory impairment (MSI). The needs of the child or young person might mean that adaptations need to be made to resources and facilities in school in order to ensure that the curriculum can be flexible to support learning. These needs might change over time, and be different in a range of subjects. Information on how to provide services for HI and VI pupils is available through the Hi/VI teachers. Adapted resources Learning environment adjusted Access to school lift Physiotherapy if exercises provided by therapist Professional advice from specialist and agencies Support from outreach services such as HI, PDSS, VI Specialist equipment, eg ICT Equipment and facilities are appropriately secured as required. Monitoring that the young person has access to a broad and varied curriculum and is included in whole school life. Observations of the young person School based assessments Individual targets reviewed Discussion with pupils, parents, teaching outside agencies School based tracking systems Meetings with other staff in school about how the young person is doing. Type of Need Examples of support in our school How we check it is working Social, emotional and mental health difficulties Children and young people may experience a wide range of social and emotional difficulties, which are shown in different ways. Children might become withdrawn or isolated, or they may display challenging, disruptive or disturbing behaviour. These behaviours might reflect an underlying mental health difficulty such as anxiety or depression, self‐harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Some children and young people may have other disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. As a school, we put in processes to support these children and young people. Extra‐curricular activities and workshops Differentiation in class Key workers/Pastoral staff group, paired work, 1‐1 support. Advice from specialist professionals in and out of school Pupils thumbnails with barriers/strategies Mentoring or pastoral support 1‐1 and group work Behaviour policy School nurse drop in sessions Raising awareness of mental health issues across the school in Observations of the person School based assessments Individual targets Discussion with pupils, parents, teaching staff, outside agencies School based tracking systems Liaising with other staff in school about pupil wellbeing and progress 2. How does the school identify and assess Special Educational Needs?