Information from previous school / phases Information from parents Information on progress and behaviour Students own perceptions of difficulties Information from Health / social services Information from other agencies such as Connexions Service, Educational Psychologist, Learning Support Services, Community Paediatrician, School Doctor and Social Services Teaching SEND students is a responsibility. The core of the teachers’ work involves a continuous cycle of planning, teaching, and assessing, taking into account the differences in students’ abilities, aptitudes, and interest. Some students may need increased levels of provision and support this information is available to all staff on the Inclusion Website. The Code of Practice advocates a graduated response to meeting students’ needs. When they are identified as having SEND, the Academy will intervene through SEN Support as described below. SEND CODE OF PRACTICE SEN SUPPORT SEN Support is characterised by a sustained of support and, where appropriate, the involvement of external services. Placement of a student at this level will be made by the SENDCo / Head of House after full consultation with parents. External support services will advise on targets for a new IEP and provide specialist inputs to the support process. The SENDCO or Head of House will be the key worker. SEN Support intervention will usually be triggered through continued concern, supplemented by evidence that, despite receiving differentiated teaching and a sustained level of support, a student: Still makes little or no progress in specific areas over a long period Continues to work at National Curriculum levels considerably lower than expected for a child of similar age Continues to experience difficulty in developing literacy / Numeracy skills Has emotional / mental problems that often substantially impede own learning or that of the group, and this may be despite having an individualised behaviour management programme Has sensory or physical needs requiring additional specialist equipment or visits / advice from specialists Has communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning External support services will require access to students’ records in order to understand the strategies employed to date, and the targets set and achieved. The specialist may be asked to provide further assessments and advice, and possibly work directly with the student. Parent/carer consent will be sought for any additional information required. The resulting SEN Plan will incorporate specialist strategies. These may be implemented by the subject
Information from previous school / phases Information from parents Information on progress and behaviour Students own perceptions of difficulties Information from Health / social services Information from other agencies such as Connexions Service, Educational Psychologist, Learning Support Services, Community Paediatrician, School Doctor and Social Services Teaching SEND students is a responsibility. The core of the teachers’ work involves a continuous cycle of planning, teaching, and assessing, taking into account the differences in students’ abilities, aptitudes, and interest. Some students may need increased levels of provision and support this information is available to all staff on the Inclusion Website. The Code of Practice advocates a graduated response to meeting students’ needs. When they are identified as having SEND, the Academy will intervene through SEN Support as described below. SEND CODE OF PRACTICE SEN SUPPORT SEN Support is characterised by a sustained of support and, where appropriate, the involvement of external services. Placement of a student at this level will be made by the SENDCo / Head of House after full consultation with parents. External support services will advise on targets for a new IEP and provide specialist inputs to the support process. The SENDCO or Head of House will be the key worker. SEN Support intervention will usually be triggered through continued concern, supplemented by evidence that, despite receiving differentiated teaching and a sustained level of support, a student: Still makes little or no progress in specific areas over a long period Continues to work at National Curriculum levels considerably lower than expected for a child of similar age Continues to experience difficulty in developing literacy / Numeracy skills Has emotional / mental problems that often substantially impede own learning or that of the group, and this may be despite having an individualised behaviour management programme Has sensory or physical needs requiring additional specialist equipment or visits / advice from specialists Has communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning External support services will require access to students’ records in order to understand the strategies employed to date, and the targets set and achieved. The specialist may be asked to provide further assessments and advice, and possibly work directly with the student. Parent/carer consent will be sought for any additional information required. The resulting SEN Plan will incorporate specialist strategies. These may be implemented by the subject
The%20Bourne%20Academy%20SEND%20Policy%202017.docx