Type of Need Examples of support in our school How we check it is working Sensory and/or physical needs Adapted resources Monitoring that the young person has Learning environment adjusted access to a broad and varied Children and young people may have a disability Access to school lift curriculum and is included in whole such as a hearing impairment (HI), visiual Physiotherapy if exercises provided by school life. impairment (VI) or multi‐sensory impairment therapist Observations of the young person (MSI). The needs of the child or young person Professional advice from specialist School based assessments might mean that adaptations need to be made to and agencies Individual targets reviewed resources and facilities in school in order to Support from outreach services such as Discussion with pupils, parents, ensure that the curriculum can be flexible to HI, PDSS, VI teaching outside agencies support learning. These needs might change over Specialist equipment, eg ICT School based tracking systems time, and be different in a range of subjects. Equipment and facilities are Meetings with other staff in school about Information on how to provide services for HI and appropriately secured as required. how the young person is doing. VI pupils is available through the Hi/VI teachers. Type of Need Examples of support in our school How we check it is working Social, emotional and mental health difficulties Extra‐curricular activities and workshops Observations of the person Children and young people may experience a wide Differentiation in class School based assessments range of social and emotional difficulties, which Key workers/Pastoral staff Individual targets are shown in different ways. group, paired work, 1‐1 support. Discussion with pupils, parents, Children might become withdrawn or isolated, or Advice from specialist professionals in teaching staff, outside agencies they may display challenging, disruptive or and out of school School based tracking systems disturbing behaviour. These behaviours might Pupils thumbnails with Liaising with other staff in reflect an underlying mental health difficulty such barriers/strategies school about pupil wellbeing and progress as anxiety or depression, self‐harming, substance Mentoring or pastoral support misuse, eating disorders or physical symptoms 1‐1 and group work that are medically Behaviour policy unexplained. Some children and young people may School nurse drop in sessions have other disorders such as attention deficit Raising awareness of mental health disorder, attention deficit hyperactive disorder or issues across the school in attachment disorder. As a school, we put in processes to support these children and young people. 2. How does the school identify and assess Special Educational Needs?
Type of Need Examples of support in our school How we check it is working Sensory and/or physical needs Children and young people may have a disability such as a hearing impairment (HI), visiual impairment (VI) or multi‐sensory impairment (MSI). The needs of the child or young person might mean that adaptations need to be made to resources and facilities in school in order to ensure that the curriculum can be flexible to support learning. These needs might change over time, and be different in a range of subjects. Information on how to provide services for HI and VI pupils is available through the Hi/VI teachers. Adapted resources Learning environment adjusted Access to school lift Physiotherapy if exercises provided by therapist Professional advice from specialist and agencies Support from outreach services such as HI, PDSS, VI Specialist equipment, eg ICT Equipment and facilities are appropriately secured as required. Monitoring that the young person has access to a broad and varied curriculum and is included in whole school life. Observations of the young person School based assessments Individual targets reviewed Discussion with pupils, parents, teaching outside agencies School based tracking systems Meetings with other staff in school about how the young person is doing. Type of Need Examples of support in our school How we check it is working Social, emotional and mental health difficulties Children and young people may experience a wide range of social and emotional difficulties, which are shown in different ways. Children might become withdrawn or isolated, or they may display challenging, disruptive or disturbing behaviour. These behaviours might reflect an underlying mental health difficulty such as anxiety or depression, self‐harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Some children and young people may have other disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. As a school, we put in processes to support these children and young people. Extra‐curricular activities and workshops Differentiation in class Key workers/Pastoral staff group, paired work, 1‐1 support. Advice from specialist professionals in and out of school Pupils thumbnails with barriers/strategies Mentoring or pastoral support 1‐1 and group work Behaviour policy School nurse drop in sessions Raising awareness of mental health issues across the school in Observations of the person School based assessments Individual targets Discussion with pupils, parents, teaching staff, outside agencies School based tracking systems Liaising with other staff in school about pupil wellbeing and progress 2. How does the school identify and assess Special Educational Needs?
SPECIAL-EDUCATION-NEEDS-AND-DISABILITIES-PROVISION-draft.docx