Pupils with special educational needs and/or disability are identified in one or more of the following ways:
From information provided by the feeder school
The use of a range of screening tests and assessments in school
Information from other professionals
Information from pupils and/or parents which may include a report from other professionals.
Self-referral from a pupil who has concerns about their own learning
Referral from a teacher who has concerns about an individual pupil
We aim to identify and effectively support any pupil with additional needs.
After our Year 7 students are settled into their new school, all students take Cognitive Ability Tests (CATs) and reading tests. CATs give us an idea of each student’s strengths and areas where they might need additional support. The reading tests look at fluency and comprehension. We believe that basic literacy is of crucial importance. The outcomes of the tests are used to allocate students individual and/or group interventions.
We work closely with numerous other professionals including Educational Psychologists, the Communication and Interaction team, specialists in Autism, Speech and Language, Children and Young People’s Mental Health Service (CAMHS) and a variety of other services accessed through the Early Help programme.
If it is felt that a child has an additional need which requires further support, we notify parents or carers and with their consent, add that student to our SEND Register. We then produce a SEND Portrait of that student which lists the additional support provided and informs all of our teaching staff of any strategies that help that student in lessons. If a student requires support that is different from and additional to our standard support, we follow an Assess, Plan, Do, Review model to determine the exact nature of the support, and where applicable, apply to the 0-25 Team for an Educational Health and Care Plan (EHCP) for that student. Allocation of an EHCP provides additional funding for us to secure the necessary support.