Identification of SEN, Assessment, Planning and Review
How can I find out how my child is doing?
On-going monitoring takes place by students’ teachers and faculty heads to identify students who are not making progress or have needs which are affecting their ability to engage in learning activities. This is through monitoring classroom activities and homework. The Learning Support Department also monitors the academic progress of all students on the SEN register.
The Communications Faculty will assess Reading and Spelling ages across the school on entry in year 7 and then annually throughout their school career. The Learning Support Department will then conduct additional testing using the Suffolk suite to identify students in need of bespoke literacy intervention. Cognitive Ability Tests (CATs) are also carried out before October half term with Year 7 students and are used as baseline data alongside KS2 standardised scores to assist with progress monitoring and target setting.
Where necessary, some individual students may be more regularly tested for spelling ages and reading ages and others, may be screened for dyslexia or dyscalculia using an informal screening tool. The information from these additional tests and screeners is then disseminated to teaching staff via the student’s learning profile should adaptions to their way of learning be required. Formal diagnosis of specific learning difficulties may be sought by parents outside school.
If an SEN is identified ,then after discussions with key staff, parents and students, additional support may be put in place where appropriate. This support could include enhanced resources, access to in class support, targeted small group and /or individual support to help overcome any difficulties. This will be based on individual need.
Additional provisions will be coordinated and monitored by the SENCo and the Learning Support Department in conjunction with classroom teachers, Directors of Faculties and Heads of Year.
For students with high needs, plans with long term and short term targets will be set up which prioritise key areas/needs to be addressed and by which progress can be measured. These will be developed and shared with students and parents. In cases where external agencies are involved, their advice and recommendations will be included in support programmes. All plans are shared with teaching staff.
In some cases, teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities as well as facilitating the move towards independent learning and transition to adulthood.
Formal Review meetings are held for students with EHC Plans. Parents, relevant external agencies and students will be invited to these reviews. At these meetings, the impact of interventions is considered along with progress towards targets set. Additional provision arrangements will be updated and revised accordingly. The outcomes of these meeting are formally recorded and sent to SEN Casework Officers at Gloucestershire County Council who will decide on the level of funding required to support provision.
For some students, further external expertise may be requested. This can be accessed through the school or the Local Authority. This could include services such as the Advisory Teaching Service, Educational Psychologist, Speech and Language Therapy or Occupational Therapy.
Assessments, tests and examinations:
For some students additional arrangements and adjustments can be made to enable them to fully access tests and exams. This might include additional time, rest breaks, use of a scribe, prompt or reader, or a laptop. Students will be assessed by the Assistant Director of Faculty, Anna McCoy and an external access specialist, Mandi Broadfield. Parents will be informed of your child’s eligibility for these arrangements where appropriate.
Curriculum and Teaching Methods (including grouping and interventions)
How will teaching be adapted to meet the needs of my child?
Wave 1 intervention is about Inclusive Quality First teaching. Students are mainly placed in mixed ability sets and teachers adapt their teaching to meet the diverse range of needs in each class. Curriculum and class planning takes into account individual student’s needs and requirements. Adapted practice is approached in a range of ways to support access to the curriculum and to ensure that all students can experience success and challenge in their learning.
Teaching assistants and/or small group teaching can be used to help individual students to progress and with a long-term goal of developing independent learning skills.
All teachers refer to the Class Charts SEN tab and to the SEND toolkit:
- The Class Charts SEN tab provides any relevant plans, profiles and provisions attached to the individual student.
- The SEND Toolkit lists a wide range of strategies for every type of SEND. Teachers are able to clearly see which strategies will help students with organisation, written work, verbal interaction and homework.
- All teachers are encouraged to contribute strategies to the SEND Toolkit in order to promote inclusion across the curriculum and also ensure that all staff continue to be fully aware that they are responsible for the progress of all students, including those with SEND.
- Teachers also have access to SEN Teaching and Learning updates via a termly bulletin, a Teaching and Learning library, access to a bi-weekly drop-in clinic with the school’s Educational Psychologist and support from The Athelstan Trust’s Advisory Teacher for SEND, Mrs Debbie Riall.
Wave 2 and 3 Intervention
(provided according to level of need)
Access to Teaching Assistant support:
- In core subjects
- In practical subjects
- For group work
- For mentoring
- For small group intervention
- For 1:1 support
Strategies to support/develop literacy:
- Small group literacy intervention
- 1:1 withdrawal
- Access to/support from a literacy training teaching assistant
- Screening for dyslexia and development of individualised support strategies
- Coloured overlays or rulers
- Spelling and handwriting clubs
Strategies to support/develop numeracy:
- Small group numeracy intervention
- 1:1 withdrawal
- Screening for dyscalculia and development of individualised support strategies
Strategies to develop independent learning across the curriculum:
- Mentoring by peers or support staff
- Home/School Communication books where required
- Homework clubs — lunch time and after school (late bus available)
- Visual timetables
- Alternative accredited KS4 courses(ASDAN)
- Key Skills option group
- Laptops available on the basis of individual need
- Learning Profile and the Graduated Pathway
Communication and Interaction Needs:
- Access to specialist enhanced provision (EPIC) and EPIC services/programmes based on individual need:Social skills programmes
- Life Skills programmes
- Curriculum and homework support
- Sensory room and garden
- Safe haven — ‘The Nook’
- Specialist ASD Teaching Assistant
- Access to Advisory Teaching Service and SaLT where required.
- For those with a diagnosis of ASD on their EHC Plan and on roll with the EPIC: 1:1 Lead TA support where required
Speech and Language Needs:
- Students referred to the Speech and Language service, have access to termly visits and assessment from a speech and language therapist and regular in school sessions with a specialist Teaching Assistant
- Speech and Language therapist advice disseminated to and followed by teaching staff via Learning Profiles
- Specific adaption or modification/use of resources e.g. Use of mind maps or symbols