All schools within the Haberdashers’ Academies Trust South, provide teaching and learning that enables all pupils to attain and achieve greatness through a broad, balanced and appropriately differentiated curriculum.
The aim is to ensure all pupils are appropriately supported in order that they may work confidently towards reaching their full potential.
Policy and practice reflects the philosophy and fundamental principles within the Special Educational Needs Code of Practice 2015:
- Schools will, with best endeavour, meet the needs of special educational needs pupils
- The views of the child and family should be sought and taken into account
- Parents have a vital role to play in supporting their child’s education
- High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people (1.24)
All pupils have individual needs and it is our responsibility to ensure that teachers and support staff have the necessary skills to provide quality first teaching that meets these needs, enables progress and raises levels of achievement for all pupils including those with SEN.
The Inclusion team at each school works closely with parents as partners in the education of their children and will keep them informed at each stage.
Parents are encouraged to contact their child’s form tutor or class teacher in the first instance with any concerns in order for the matter to be directed to the most appropriate member of staff.
The emotional welfare of the pupils is very important to us and there are a number of people in post at each school who provide a valuable support network for some of our most vulnerable young people. Parents, carers and pupils themselves are encouraged to speak to a member of staff if any difficulties arise.
THE Trust'S GRADUATED APPROACH TO INCLUSION
Effective inclusion of all pupils is delivered by quality first teaching in all lessons. This includes Differentiation, multi sensory teaching and support given by class teacher and learning support assistant.
All Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
Quality first teaching in class delivered by teacher and intervention put in place by teacher to Assess, Plan, Do and Review.
Despite quality first teaching no progress has been made in the intervention. A referral is made to the SENCO. The SENCO assesses pupil and sets specific targets places the child on the SEN support list. This may result in a referral to the Educational Psychologist, Speech Therapy or an application for an Education Health Care Plan. All staff are made aware of the child’s targets through the Pupil Support Plan.
Support draws on more detailed approached, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.
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- Inclusion Flow Chart
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- SEND information report 2021
- SGTG SEND Information Report 2020
- Special Educational Needs and Disability Policy 1 1
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- Spelling strategies
- Top tips for parents supporting Dyslexia