The Special Educational Needs (SEN) Policy is in keeping with the school's aims. Pupils with a Statement of SEN are admitted after a consultation between the Local Education Authority and the Governing Body. Pupils with special educational needs have access to the whole curriculum. They are fully integrated into the life of the school and are encouraged to participate equally in extra-curricular and community activities. The school has a due regard for the Code of Practice and has a series of strategies to establish the nature of a pupil's difficulties and to meet the individual's needs. Support is offered appropriately across the Key Stages by Mrs Lauren Trezise, Inclusion Officer, supported by two teaching assistants. Individual Education Plan (IEP) Those pupils with an IEP (or on the provision map) at primary school are likely to have an IEP at Colston's Girls' School. Parents may raise concerns with Mrs Trezise who will initiate further assessment then, depending on the outcome of this, a pupil may be placed on an IEP and appropriate provision planned. IEPs take two forms: a whole school IEP which has targets for pupils and strategies for teachers and a workshop IEP with specific targets related to what is being taught in the workshop. IEPs are reviewed twice yearly. Each case will be dealt with on its own merit and in consultation with with thepuil, parents and teachers. KS3 The Inclusion Officer will liaise with primary schools to ensure a smooth transition for pupils with speciial needs. Additional visits may be arranged and documentation transferred. On entry all pupils are tested with the Suffolk Reading Comprehension and Blackwell Spelling Test to establish standardised reading and spelling ages. Pupils may also complete a Mathematics Assessment and a Learning Styles Questionnaire. Pupils with very low scores will undergo further diagnostic testing to decide whether an Individual Education Plan (IEP) is necessary and any further support needed. Pupils with special needs at KS3 may be offered one of the following: 1to1 sessions; small group workshops;short daily pre or post-school sessions; dropping one foreign language;use of a laptop or in-class support. Towards the end of Y9 pupils with a history of a special need which has been met by the school will be screened by Mrs Trezise to see if they meet the criteria for examination access set by the QCA and the examination boards. Those who do will require further testing and an application to the examination boards for a range of special access. KS4 By the time pupils reach KS4 it is hoped that most have will have made significant progress and no longer need individual support. A few pupils will continue to recieve in-class support and some may not take the full range of GCSE options in favour of support from Mrs Trezise or a Teaching Assistant. This will apply only to those pupils with a severe and documented need for such support. Any such decision will be made in consultation with senior staff, parents and pupils. IEPs will still be issued and reviewed regularly for those pupils who need them. Examination access will be applied for pupils who meet the criteria. KS5 All students are encouraged to take responsibility for their own learning whilst having a support structure to assist them as or when necessary. The Learning Support Department can offer appropriate testing to enable examination access to be applied for pupils with additional needs. Parental Involvement Parents are kept informed through the review and IEP process. They are encouraged to contact Mrs Trezise by email (which is checked at least twice daily) or by telephone. She is also happy to meet parents at a time that suits them. Parents of Y7 pupils with special needs are encouraged to meet Mrs Trezise prior to their first day at school or as soon as possible after term starts. She will be available by appointment at Parents' Evenings throughout the year. Annual reviews for pupils with statements are held on or close to the date of issue. Parents and pupils are invited to attend along with other outside agencies as necessary. Gifted and Talented Dr Melanie Reason has responsibility for a programme of activities for the gifted and talented. Some pupils may be identified through MIDYAS testing, others through exceptional ability in a specific area of study. Courses from outside agencies may also be drawn to the attention of pupils. | 
