The Learning Support Department aims to give support to a wide range of pupils. The aim is to help students to achieve their full potential and prepare them for life after school. We want students to be healthy, happy and safe; to enjoy learning and achieve social and economic wellbeing.
How do we do this?
The SENCO liaises with parents, primary schools and outside agencies to help with transition from primary to secondary school. She is available to students and parents to discuss need and support. Students with needs will have a pen picture available to all staff which describes their strengths and weaknesses, suggests strategies and lists support available.
Some students will have in class support; others may participate in a range of interventions lead by teachers and teaching assistants who are extremely well qualified. Students having interventions will have an IEP with specific smart targets which are reviewed termly. Students 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.In year 7 there is a Challenge Curriculum Group which offers extra support for academic subjects, social and emotional needs. In KS4 there is some flexibility in the range of options.
Ms Di Minto is responsible for students who have English as an additional language and are not making the desired progress.
These take many forms: support for literacy, numeracy, science; support for emotional and behavioural needs; for students who are in care; for those with English as an additional language and for those with physical needs.
By the time students reach Key Stage 4 it is hoped that most will have made significant progress and no longer need individual support. A few pupils will continue to receive in-class support and some may not take the full range of GCSE options in favour of additional support.. This will apply only to those pupils with a severe and documented need. Any such decision will be made in consultation with senior staff, parents and pupils. Examination access will be applied for pupils who meet the criteria stated by the JCQ examining boards.
At KS5 it is rare for a student to need additional support but where the need is long term and supported by external professional documentation it will be given.
Parents are encouraged to maintain contact with the Inclusion Manager via email. Their knowledge of their daughters is invaluable and their input welcome. Pupils with statements (soon to become Education, Health and Care Plans) are formally reviewed once a year. These are held on or close to the date of issue. Parents and pupils are invited to attend along with other outside agencies as necessary.
Children in Care have a Pupil Education Plan (PEP) and this is reviewed twice a year. Laura Carleton is the designated person responsible for Children in Care. All pupils have parents evenings at which appointments can be made to discuss special needs and progress. Additionally the Inclusion Manager is happy to meet with parents at any time.
Parents of Year 7 pupils with special needs are encouraged to meet her prior to the first day of the new school year or as soon as possible after term starts.
Pupils identified as having special educational needs will be admitted to the School on the same basis as pupils who have not been so identified. They will be treated as fairly as all other applicants for admission.
In accordance with the Education Act 1996 and the Equalities Act 2010 the School will accept pupils with a statement of special educational need unless that acceptance would be incompatible with the efficient education of other pupils in the School or the School feels unable to meet the pupil’s needs.
SEN Information Reports
- SENCO Ms C Ashby (cashby
A website giving support for parents, children and young people in Bristol about SEND