Subject leader- Naseem Rahman
At St. Andrew’s Southgate School, our intention for Special Educational Needs and/or Disabilities (SEND) is to ensure that all pupils receive a high-quality and ambitious education regardless of need or disability. We are an inclusive school that recognises and celebrates pupil’s diverse talents and interests.
We understand that all pupils are unique individuals and that some children experience some difficulties relating to specific areas of learning. We believe that it is vital that our pupils are equipped with the tools needed to become independent, inquisitive learners both in and out of the classroom. We are committed to ensuring that all pupils, including those with some specific and complex needs, receive the highest standard of care and access to an inspiring and creative curriculum.
How do we do it? / Implementation
We have the firm belief that ‘every teacher is a teacher of SEND’. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have, or may have SEND. At St. Andrew’s we use a graduated response model, as identified in the SEND Code of Practice, to identify learning needs and initiate a Learning Support Plan to help pupils overcome their barriers to learning.
Class teachers are responsible and accountable for the progress and development of all pupils in their class, including where pupils access support from teaching assistants or specialist staff. We have clear policies and procedures in place to ensure that all pupils receive first quality classroom teaching.
Teachers and SLT continually check and monitor pupil’s attainment and progress in order to identify any difficulties pupils may be having at the earliest opportunity.
We recognise that for some pupils, reasonable adjustments in class and high quality differentiation may not be enough to help some pupils with SEN build the necessary skills. When needed, we offer targeted interventions to support a range of different needs.
Interventions are tracked each term and progress is closely monitored to evaluate the impact it is having. Through Assess, Plan, Do, Review, alternative interventions or levels of support are implemented when necessary.
Progress data is reviewed at the end of each term. All class teachers complete an action plan, documenting any pupils that need additional support and how this will be implemented.
Pupils with SEND generally make good progress. When expected progress is not made, plans are put in place to address this and allow for accelerated progress through interventions, external agency support and family discussions.
The classroom teacher and SENDCo are in regular contact with parents/carers of pupils with SEND, to keep them up-to-date with progress and next steps.
We are proud of the impact our school has on SEND children and that they are happy, safe and respected. Pupils demonstrate high levels of engagement in activities, developing their speaking, listening and social skills. Pupils with SEND make good progress from their unique starting points due to the use of resources and small group intervention which meets the needs of the pupils.