SEND Department

At The Connaught School, members of staff value the diversity and achievements of all our pupils. We are committed to offering an inclusive curriculum to provide access and progression for all our pupils.

The Special Educational Needs Department is comprised of the SENCo (Special Needs Co-ordinator) and seven Learning Support Assistants who have expertise in a variety of areas of SEND and have been working in the school for a number of years. The department supports pupils and advises staff how best to help pupils with learning difficulties or disabilities, ranging from problems in thinking and understanding, to physical or sensory difficulties and/or difficulties with speech and language. In addition, pupils might experience social problems and find it difficult to know how to relate and behave appropriately when with other people, or have emotional and behavioural challenges.

Early identification of pupils is important. At The Connaught School, the pupils are given a range of assessments and this data coupled with information from primary schools is used to create an appropriate pathway through the curriculum that enables our pupils to achieve and be the best they can be.

Our SEND Policy and SEND local offer links are listed below:

⇒   SEND Policy
⇒   SEN Report

1. What are the key responsibilities of the SENCo?

The SENCo, Mrs Blythe, works with the Head teacher and the Governing Body to ensure the effective management of the SEND pupils.

Other responsibilities include:

  • Overseeing the day-to-day operation of the policy
  • Coordinating the day-to-day provision of education for pupils with special educational needs and overseeing records
  • liaising with and giving advice to fellow teachers and contributing to INSET
  • liaising with parents and external agencies
  • Managing Learning Support Assistants

2. What is our general approach to managing children’s SEND – including those with or
without statements?

In general, the department follows the wave model as outlined below:

1st Wave – good quality teaching and intervention by the class teacher;
2nd Wave – essential LSA support in class;
3rd Wave – withdrawal and interventions.

Whenever possible, we would aim to provide the teacher with additional strategies to support a pupil within the classroom. In certain instances, LSA support is required to enable the pupil to access the curriculum. A pupil with a statement would have the number of hours of LSA support dictated by his/her statement. We aim, however, to foster independence in our pupils and endeavour to develop their self resilience.

Some children, with a statement or not, require support from outside agencies. This might be in the form of CAMHS (Child and Adolescent Mental Health Service); SALT (Speech and Language Therapy); the Educational Psychologist or Occupational Therapy.

These are just a few examples.

3. How do we assess children’s needs when they arrive at our school?

All Year 7 pupils complete CATs (Cognitive Ability Tests) except for those whose literacy levels are so low that they cannot access the CATs test.

Year 7 pupils are also given spelling tests and reading tests. From these tests, we ascertain which pupils might need work on spelling and/or reading. For any pupils who give particular cause for concern, we administer a 1:1 reading test lo gain a more detailed assessment of the pupil.

4. What are the interventions provided in Learning Support for pupils?

There are many interventions – Wave 3 – that takes place in Learning Support. The provision is essentially dictated by the need of the pupils.

Those SEND pupils who have a gap between their chronological age and their reading age have withdrawal intervention. Each week the pupil has a 30 minute lesson dedicated to the development of his/her reading.

In addition, we have other interventions that take place in the library and Learning Support Base before school and during the school day. Examples of support are spelling programs to develop spelling strategies and knowledge of phonics while language games can be used to develop specific areas of pupils’ speech and language.

5. How is the information about a child with SEND shared with all members of staff
likely to teach or support that child?

The information is presented via Google Documents and, in addition, each member of staff has a printed copy of the information in the form of a booklet. This information is given out as soon as possible and updates are also communicated to the staff. On some occasions email reminders/additional information are also sent around to members of staff.

6. How do we keep parents informed about their child’s progress?

During the school year, your child will receive progress reports and you will be able to attend Parents’ Evenings in order to meet with teachers and SEND staff. If your child has a statement or Inclusion Partnership Agreement, you will be invited into school for an Annual Review. Parents are also informed about their child’s participation in an intervention and the outcome.