3) What provision is available for pupils with Special Educational Needs?

Provision for pupils with Special Educational Needs is provision that is different from or additional to that which is normally available to pupils of the same age.

All teachers use information about the strengths and needs of individual pupils so they can plan the learning within the curriculum to ensure that all pupils are able to make progress. Lessons are appropriately differentiated for groups or individuals to enable access to learning and foster greater independence. If, despite high quality teaching, your child is not making the same progress as others, we will discuss a period of targeted support with you. This is usually a short term intervention to enable your child to “catch up” with their peers. However, some pupils need long-term interventions to meet their Special Educational Needs.

Where a pupil is identified as having Special Educational Needs, and additional provision is put in place, an SEND Pupil Support Plan will be written, with the teacher, parents and pupil (where appropriate) working together in partnership to identify targets and actions to meet the pupil’s individual needs. This will be formally reviewed at least termly, and new targets and actions planned as part of the ongoing “Assess, Plan, Do and Review” cycle. For pupils with significant, and potentially life longs needs, the Local Authority may agree to an assessment for an Education, Health and Care Plan (EHCP). Where an EHCP is issued, the school will follow procedures for monitoring and reviewing as outlined in the 2014 Code of Practice.

Provision for pupils with an SEND Pupil Support Plan, and those on a catch up programme, will be recorded on a termly Provision Map for each class.

Additional provision is coordinated by the school’s Deputy Headteacher with responsibility for Inclusion and is designed and implemented by teaching staff, ably supported by teaching assistants.

We ensure that we make reasonable adaptations to the curriculum and the environment to help meet individual needs. Our staff make every effort to ensure that the school is dyslexia friendly, communication supportive and adapted for sensory and physical needs.

Our Deputy Headteachers with responsibility for Inclusion can offer advice and support for a range of SEND. Additional specialist support may be offered where a child continues to make little or no progress over a sustained period or where they continue to work at a level substantially below those expected of children of a similar age despite well founded SEND support. If further advice and support is required, our Deputy Headteachers with responsibility for Inclusion may make a referral, with parental permission, to an appropriate outside agency or service. This may include the Specialist Teaching Team, Speech & Language Therapy Service, Educational Psychology Service, School Nursing Team, Community Paediatrician, The Sensory Team, Physio / Occupational Therapy or CAMH (Child and Adolescent Mental Health Service) or a Children’s Centre. Parents/carers will always be involved in a decision to seek additional specialist support.

At the Queens’ Federation, pupils have a wide range of extra-curricular activities to enjoy. Some clubs are run by school staff, some by external professionals, all with appropriate qualifications and DBS clearance. All children, regardless of their level of ability, are encouraged to take advantage of these activities and every effort will be made to reduce barriers to participation.

Pupils may also have the opportunity to attend enrichment events both on and off the school site. Where necessary, risk assessments will be undertaken and reasonable adjustments made to enable inclusion regardless of need or disability.

School trips, including residential visits, are a valuable part of school life at the Queens’ Federation. These experiences are hugely enriching in terms of both learning and social development and all pupils are encouraged to participate. A risk assessment would be carefully considered and shared with parents/carers well in advance of the trip to ensure all pupils can be confidently and safely included regardless of their level of SEND. It may be necessary to make some reasonable adjustments to the trip’s events and activities to enable as much participation as possible. This would be discussed with parents/carers prior to the trip.

The well-being of all pupils is paramount at the Queens’ Federation and we strive to build positive relationships whereby parents, pupils and staff can share ideas and information together to ensure social and emotional needs are developed in a positive way.

Pupils are supported with their social and emotional development throughout the school day through the curriculum and extra-curricular activities. Personal, Social and Health Education (PSHE) is an integral part of our curriculum and is taught explicitly in class.

Children’s views are sought via pupil voice, school council and other forums. Their ideas are listened to and valued. The well-being of all pupils is monitored regularly by all staff.

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