Section 2: Aims and objectives The table below sets out how the school will achieve these aims. Aim Current good practice Objectives Actions to be taken Person Date to complete Include established practice and practice State short, medium and responsible actions by under development long-term objectives Curriculum Curriculum is subject to ongoing To ensure the curriculum Update SEND information to SENCO/ End of each term access review to ensure it meets the needs is differentiated to meet be shared with staff every Subject of all pupils. the learning needs of term. leaders Target setting is aspirational and students with SEN and • Ensure guidance and SENCO Start of each year. appropriate for these students. disabilities and that target support strategies are Updates to be sent Differentiated curriculum for all setting is aspirational and disseminated to staff as as when required. pupils. appropriate for these necessary: Use of resources tailored to the students. Wade Deacon • Additional Intervention SENCO/CGS Termly needs of pupils who require support High School will ensure all Meetings to track the team to access the curriculum. (Samba teachers are appropriately progress of pupils with SEND chair, coloured overlays, laptops, early supported by the school’s and intervention strategies to exit pass) SEN team in order to be implemented accordingly. Progress is tracked for all pupils, meet the curriculum • Continual Professional SENCO/CGS Ongoing including those with a disability. needs of pupils effectively. Development for staff to team support quality first teaching for all pupils with additional needs.
Section 2: Aims and objectives The table below sets out how the school will achieve these aims. Aim Current good practice Include established practice and practice under development Objectives State short, medium and long-term objectives Actions to be taken Person responsible Date to complete actions by Curriculum access Curriculum is subject to ongoing review to ensure it meets the needs of all pupils. Target setting is aspirational and appropriate for these students. Differentiated curriculum for all pupils. Use of resources tailored to the needs of pupils who require support to access the curriculum. (Samba chair, coloured overlays, laptops, early exit pass) Progress is tracked for all pupils, including those with a disability. To ensure the curriculum is differentiated to meet the learning needs of students with SEN and disabilities and that target setting is aspirational and appropriate for these students. Wade Deacon High School will ensure all teachers are appropriately supported by the school’s SEN team in order to meet the curriculum needs of pupils effectively. Update SEND information to be shared with staff every term. • Ensure guidance and support strategies are disseminated to staff as necessary: • Additional Intervention Meetings to track the progress of pupils with SEND and intervention strategies to be implemented accordingly. • Continual Professional Development for staff to support quality first teaching for all pupils with additional needs. SENCO/ Subject leaders SENCO SENCO/CGS team SENCO/CGS team End of each term Start of each year. Updates to be sent as when required. Termly Ongoing