Local Offer Of Additional Needs 2017-10-02T15:11:02+00:00

Local Offer For Additional Needs

The following information offers an overview of the school’s approach to working with students with additional needs.

The school will make every attempt to respond to individual needs. Overall provision may alter in response to staffing needs and changes.

Staffing Expertise:

  • The additional needs department draws upon a wide range of expertise and experience.

Staffing roles include:

Additional Needs Co-ordinator/SENCo

Specialist Tutor, EAL Co-ordinator, Foundation Learning Co-ordinator

Learning Support Centre Manager, School Counsellor, Pastoral Support Co-ordinator, Family Support Co-ordinator

Learning Support Assistants

  • Staff within the department work closely with the school’s pastoral team.
  • All school staff work collaboratively and are trained to deliver a high quality curriculum that meets the needs of all students and are supported by staff within the additional needs team.

Identification and assessment of need:

Students are identified by the following methods:

  • Meetings between the Additional Needs team and the staff and students of the feeder school during the term prior to entry
  • Analysis of KS2 results
  • All students literacy and numeracy skills are screened on entry to the school
  • Cognitive Ability Tests are administered to assess underlying ability
  • Students identified as requiring further assessment are referred to the school’s specialist tutor and/ or other relevant agencies
  • Staff are informed of students’ needs and strategies that support their individual needs
  • Teacher’s deploy a range of assessment and feedback strategies to support learners’ needs

Adaptations to the curriculum and the learning environment

Adaptations to the curriculum and the learning environment are made to ensure that all students have full access to a broad and balanced curriculum which is differentiated where necessary and to provide learning experiences that enable students reach their full potential. This is done by:

  • Supporting students with SEN within the classroom setting
  • Delivering personalised programmes of study to selected students
  • Assessment of students in year 9 who are identified as potentially requiring formal Access Arrangements for external examinations; this involves close liaison with the school’s examinations officer and the Joint Council for Qualifications
  • The assessment and tuition of individual and small groups of students with specific learning difficulties
  • Physical environment adapted to meet the needs of the majority
  • Targeted support by LSA’s allocated to specific departments
  • Students are set according to ability in most subjects
  • All departments support the development of Literacy skills throughout all the Key Stages
  • Foundation Learning curriculum available where appropriate
  • Alternative behaviour support provided in ‘The House’ and co-ordinated by the BINCO (Behaviour Inclusion Co-ordinator) where appropriate

Wider School Community: Collaborative working

The school is committed to working collaboratively with parents and students as well as a wide range of external agencies including the ASD team (autistic spectrum disorder), sensory impairment team, Speech and Language Service, GRT team (Gypsy Roma Traveller) CAHMS, Social Care, Action for Children, PCSO (Police Community Support Officer), CBT (Cognitive Behaviour Therapist) and access to an EP (Educational Psychologist).

Transitional Support:

Transitional support will be personalised for the individual student with additional needs in consultation with parents and carers.

Transition from KS2 to KS3

  • Meetings with staff from primary feeder schools to identify students with additional needs
  • Attendance at review meetings for year 5 and 6 students
  • Extended opportunities for additional support for more vulnerable students in year 6
  • Liaison with staff in preparation for transition

Transition from KS3 to KS4

  • Identify students in need of support with option choices
  • Provide support in the decision making process
  • Modification of curriculum where appropriate

Transition from KS4 to KS5

  • Identify students in need of support with destination choices
  • Liaison with  the school’s careers co-ordinator, external specialist support and post 16 providers
  • Provide support with transition to post 16 providers

Preparing for positive destinations:

  • Foundation Learning Curriculum includes opportunities for students to gain vocational skills and experience
  • Work Experience opportunities

Extra curricular activities for students with additional needs:

All students are encouraged to participate in a wide range of activities outside of the classroom. Students with additional needs are offered specific opportunities to participate in extra curricular activities in order to develop their social and emotional well being. The LSC is available at break and lunchtimes for those students who may need additional support during less structured times.

Useful Links:

 Inclusion Quality Mark Report 2017

Tiered Provision: