In the first few years of opening, Bullers Wood School for Boys will be supported by an experienced and effective SEND Department at the Girls’ School. In the first year of opening, a part-time SENCO will be based at the Boys’ site and as the school grows in size this will develop into a full time role. S/he will manage a team of Learning Support Assistants. These support roles will be arranged along the same principles as at the Girls’ School.
Our view of SEND is that every teacher is a teacher of every student including those with SEND.
Identifying Special Educational Needs
We recognise the importance of early identification and will aim to identify children’s’ special needs as early as possible through information from their feeder school and assessment on entry. The purpose of identification is to work out what action the school needs to take, not to fit a student into a category. As part of this process the needs of the whole child will be considered, not just the special educational needs of the students. On entry, all students will be assessed using a range of standardised literacy tests to ensure that those students who need extra support are identified as early as possible. These tests will be repeated yearly.
Before special educational provision is made, the SENCO and subject teachers will consider all the information from within the school about the student’s progress, alongside national data and expectations of progress and in consultation with parents. The Bromley Banded Funding Guide will be used to aid identification of need within the four categories identified by the Code of Practice 2014 (cognition and learning, communication and interaction, social emotional and mental health and sensory difficulties) with additional guidance for autism and specific learning difficulties. This can also be used to identify appropriate strategies to meet need. The SENCO may offer advice about effective teaching and learning strategies and interventions that may help to narrow the gap or accelerate progress. General advice from outside specialists may be sought. We will follow the Assess, Plan, Do and Review model:
Assess: If the student continues to face difficulties a more detailed formative assessment, facilitated by the SENCO, may take place and
Plan: Interventions based on the outcome of the assessment are planned.
Do: Delivered by appropriately trained staff. Support may take the form of additional in-class provision or an intervention group to address a particular need.
Review: The effectiveness of the intervention will be monitored regularly by the class teacher. Individual student targets will be reviewed as part of the school’s cycle of progress monitoring.
If, despite support, children fail to make expected progress or are unable to transfer their learning when the support is reduced, the decision may be made to place children on the SEN register, in formal consultation with parents. Advice from external agencies such as Educational Psychologists, Specialist Teachers, CAHMS, and Physiotherapists may be sought.
Managing Pupils on the SEN Register
Where longer term support is required or children have a diagnosis of need from an outside professional, parents will be formally informed that their child has been placed on the SEN register. The SENCO, in consultation with the subject teachers, student and parents will draw up a support agreement.
All interventions will be planned and monitored by the subject teachers and the SENCO and delivered by staff who have had appropriate training. Records of interventions will be kept through whole school, class and individual provision maps The effectiveness of interventions will be regularly monitored on a half termly basis, or more frequently for certain interventions. Each individual student’s targets will be assessed as part of the school’s cycle of progress monitoring.
While the needs of the majority of students will be met from within the school’s own resources, some children will have a higher level of need. Additional funding to support children is available from the LA High Needs Block. To receive additional funding, the school must provide a ‘costed’ provision map demonstrating how advice and recommendations from external agencies have been implemented, the outcomes of support and indicating how additional funding will be used to support the student in achieving desired outcomes. Where additional funding is agreed, a Student Resource Agreement will be put in place by the school’s Educational Psychologist or Specialist Teacher, in consultation with parents and pupil. Thresholds for funding are related to need and can be found in the Banded Funding Guide.
Where students require support from a range of agencies in addition to education, or require education in a specialist setting, an Education, Health and Care Plan will be considered by the Local Authority.
Supporting Students at School with Medical Conditions
The school recognises that students with medical conditions should be properly supported so that they can have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case, the school will comply with its duties under the Equality Act 2010.
Some students may also have special educational needs and may have a statement or EHC Plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice 0 – 25 (2014) will be followed.
Monitoring and Evaluation of SEND Provision
Regular and careful monitoring and evaluation of the quality of provision offered to all students will be ensured by regular audits and sampling of parent, student and staff views.
The SENCO will regularly attend the LA SENCO Forums in order to keep up to date with local and national updates in SEND. The SENCO will also attend local cluster group meetings to share good practice.