The curriculum is reviewed annually to ensure it meets the needs of all students. staff for maximum impact. All have access to an assistive device where appropriate. Improve variety of displays representing diversity of our community. processing transient auditory information. Reduced anxiety for with disabilities, evident through an audit. Increased interaction with peers. Development of interpersonal relationships. Maintenance of relationships for family friends and community. Improve and maintain access to the physical environment The environment is adapted to the needs of students as required. This includes: Elevators in 2 buildings Disabled parking bays Disabled toilets and changing facilities Audit classrooms and layout for specific groups of students identified by JDN Longer term plans: Improve reception facilities allowing more space creating a more comfortable environment for all Re-arrange rooms to better suit the needs of SEN students creating maximum impact and progress and provide a safe environment for all SEND team to come in and carry out an independent audit SENCo Business Manager Site team Reception area complete by September 2018 Classroom environment Ongoing Audit complete by May 2019 Provide a safe working environment suitable for SEN and additional needs. Achieve maximum impact in progress by changing the environment to gain focus.
Library shelves at height Access to a meeting room for those who are physically disabled allowing all parents the opportunity to communicate in person. All students placed in a suitable environment where they can access their learning to suit their specific needs i.e. location of seating to address visual or auditory issues. Improve the delivery of information to students with a disability Identify SLCN 50% of disadvantaged need intervention in this area. Our school uses a range of communication methods to ensure information is accessible. This includes: Internal signage Large print resources Pictorial or symbolic representations Videos We use a range of tests to establish stage of learning. Interventions for spelling, dyslexia are in place Promote a systematic approach by the use of work systems providing opportunities for all students to produce work independently. Adopt a bank of appropriate fonts to communicate with , parents/carers, outside agencies and the local community SLCN effects the largest group of 12- in the UK. The second largest group in 12 +, the first being autism, Develop work systems and visual schedules as they are crucial to reduce anxiety and behaviour problems. Monitor staff using words, videos and pictures within lessons. Implement Makaton, Picture Exchange Communication Systems. SENCo SENCo Sept 2019 Ongoing July 2019 Ongoing Improved variety of appropriate curric resources for SEN students, monitored by JDN leading to improved access to school work for all students. Students with disabilities are prepared for school life as are able bodied students. Improved identification of SLCN. Improved access to the curriculum for
Behavior Support mentor groups and mentors Step Up for 2018-19 with appropriately identified cohorts of students per half term Step Up students Boxall tested at beginning and end of placement Use McKee assessment centre for identified students to speed up EHCP process Monitor impact of Exclusion room and report data Analysis of demerits/behaviour stages/time outs by College/year group. Implementation of various behaviour support packages. SENCo AHT Behaviour 2018-2019 Ongoing June 2018 Transition to year groups to commence September 2018 Decrease in behaviour incidents by 20% in years 8 and 9 going into 9/10 Step Up students successfully reintegrated into class with improved Boxall scores All students identified as in need of EHCP with behaviour aspect receiving appropriate provision