The CTSA works with SEND SLE’s who have adopted a whole-school approach to SEND policy and practice. Pupils identified as having SEND are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school. The SEND Code of Practice (2014) makes it clear that all teachers are teachers of pupils with special educational needs.
All teachers are responsible for identifying pupils with SEND and, in collaboration with the Intervention Consultant (SENCo), will ensure that those pupils requiring different or additional support are identified at the earliest possible stage.
Early identification of pupils with SEND is a priority. We train practitioners to use appropriate screening and assessment tools, and ascertain pupil progress. Once a child has been identified with possible SEND needs the Class Teacher, Parents and the Intervention Consultant (SENCo) work together to decide how to best support the child progress in school. A Pupil Success Plan (PSP) is then created to identify the provision the child will receive.
The main methods of provision used by the school are:
- Full time education in class, with additional help and support by teacher through a differentiated curriculum
- Periods of withdrawal to work with a support teacher or assistant
- In-class support with adult assistance
- Following a specialist program, devised and monitored by an external professional, delivered by a support assistant in or out of class
For more information to find out how we can support your SECO, use the form below
