have other specialized Continued liaison Dawn Ellery On going bespoke provision funded between learning through their EHCP. support team and relevant specialists. Students with disabilities have access to horse riding for the disabled and swimming. Students who have difficulties communicating have access to a speech therapist and technician, who we employ for one morning per week. We continue to seek advice from specialist teachers within the LA, other professionals / voluntary agencies involved in the care of our students. Increase access to Annual review of George annually Clear evidence of We take into account Key To provide students with the curriculum for provision / intervention McWilliams accelerated progress Stage 2 data, information a broad and balanced pupils with a from all of those from interventions from primary school, CATS curriculum, differentiated disability involved in intervention. undertaken. scores from Year 7 and and adjusted to meet literacy screening tests to the needs of students; help to identify/confirm our responding to a diverse SEN cohort following transfer range of needs and from primary school. overcoming potential We have an plan ‘assess – – barriers to learning and do approach across – review’ assessment for the school for intervention. individual groups of We have dedicated staff who students. are involved in intervention within departments. This work is co-ordinated and evaluated by an Assistant Head Teacher. Interventions have clear entry and exit points. We carry out literacy screening in Key Stage 3 to
have other specialized bespoke provision funded through their EHCP. Students with disabilities have access to horse riding for the disabled and swimming. Students who have difficulties communicating have access to a speech therapist and technician, who we employ for one morning per week. We continue to seek advice from specialist teachers within the LA, other professionals / voluntary agencies involved in the care of our students. Continued liaison between learning support team and relevant specialists. Dawn Ellery On going Increase access to the curriculum for pupils with a disability We take into account Key Stage 2 data, information from primary school, CATS scores from Year 7 and literacy screening tests to help to identify/confirm our SEN cohort following transfer from primary school. We have an ‘assess – plan – do – review’ approach across the school for intervention. We have dedicated staff who are involved in intervention within departments. This work is co-ordinated and evaluated by an Assistant Head Teacher. Interventions have clear entry and exit points. We carry out literacy screening in Key Stage 3 to To provide students with a broad and balanced curriculum, differentiated and adjusted to meet the needs of students; responding to a diverse range of needs and overcoming potential barriers to learning and assessment for individual groups of students. Annual review of provision / intervention from all of those involved in intervention. George McWilliams annually Clear evidence of accelerated progress from interventions undertaken.
accessibility_plan_2017-2018.docx