Special Education Needs (SEN)

To view our current SEN Report please click here SEN Report 2015-16

For more information on the school SEN Policy, please visit our policies page.

At Leytonstone School, we are aware that some students will have additional educational needs which may impact their learning.

The identification of SEN is built into the overall approach to monitoring the progress and development of all students in school. All teachers are responsible and accountable for the progress of students with SEN in their classroom. High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEN. Referrals can come from a multitude of sources: Subject teacher request, Head of Year or Parents.

The implementation of the new Code of Practice has signified some change in the identification, assessment and allocation of resources to students on the SEN register. Students receive support in accordance with their needs. Some students will be supported in the mainstream classroom. Others will gain support in small groups. Individual support is provided for some statemented students who are entitled to time being spent on developing specific skills.

The progress of students on the SEN register is monitored in a number of ways, through:

One-to-one mentoring Observations in lessons Setting and reviewing outcomes Annual Review Meetings for Statemented students Diagnostic tests when appropriate
Analysis of assessment data Monitoring by the Governor with responsibility for SEN The views of Parent/Carers and students Regular meetings between SENCO and senior leaders Pupil Individual Provision Plan – reviewed 3 times a year

 

We attach a great deal of importance to working with parents as they know their son/daughter best. Working together can help achieve the best outcomes. Parents are asked to be involved from the initial identification through to the reviews, which take place 3 times a year. This may be at Parent’s Evening, parental visits, learning sessions, parent support groups, coffee mornings, phone calls etc.

As a result of the hard work and commitment of our SEN Co-ordinator and Learning Mentors, statemented students are gaining success in GCSE examinations, college placements thanks to the links with local colleges and continually improved support thanks to our Learning Support Unit.

Recently we asked our parents what they felt the SEN team at Leytonstone School does best and what we could do to improve. Below are the results of the survey.

What have the SEN department done best

What could the SEN department have done better

Parents are encouraged to arrange an appointment to discuss their son/daughter’s progress with the subject teacher or the SENCO at any time if they are concerned or have information which they would like to share that could impact upon their son/daughter’s progress.

Admission Arrangements for SEN/Disabled STUDENTS

 

How will the school prepare for my child to join the school, transfer to a new setting or to the next stage of education and life?

On entry and during KS3

We have a planned induction programme for children starting in the Summer Term in year 7.

Starting in Year 7, information is passed from the primary school to the SENCO.

The SENCO allocates children on the SEN register to key workers in the Inclusion department. Parents are contacted early in the school year to discuss their child’s SEN status, their progress and the provision and support in place for them.

There is a clear timetable for reviewing and planning for each year group so that each child on the SEN register is monitored and parents kept informed at all stages.

Parents are entitled to 3 meetings a year with a member of the SEN team.

During the year teachers will bring any concerns around learning to the attention of the SENCO.

The SENCO would aim to meet with all parents of children known to have SEND and an immediate request for school records would be sent when a pupil transfers from another setting.

KS4: We deliver information about employability and colleges through our PSHCE

Post 16: SEN staff and the SENCO will support young people in college applications and transitions to post 16 learning, including assistance with filling in forms, support to parents and providing relevant information to the new setting to ensure smooth transition and level of provision

Steps taken to prevent pupils with SEN being treated less favourably:

‘Some children and young people have a disability and many of them also have special educational needs.’ The Equality Act 2010 requires schools

  • Not to discriminate against children and young people with disabilities
  • Make reasonable adjustments… so that disabled children and young people are not
  • disadvantaged compared with other children and young people
  • More detail is available in the schools accessibility plan and policy on supporting pupils with
  • medical needs—
  • Part of the school strategic planning for improvement is to develop cultures, policies and practices
  • That include all learners. We aim to engender a sense of community and belonging, and to offer new
  • Opportunities to learners who may have experienced previous difficulties.

Core Objectives:

  • To ensure equality of provision for young people with special educational needs and disabilities (SEN).
  • To ensure that the needs of young people with SEN are identified, assessed, provided for and regularly reviewed to improve outcomes.
  • To provide full access for all young people to a broad, balanced and relevant curriculum.
  • To enable students with SEN to achieve their potential.
  • To take the views, wishes and feelings of young people into account
  • To work in partnership with parents/carers to enable them to make an active contribution to the education of their child and be fully involved in decision making. .
  • To provide detailed information about the arrangements for identifying, assessing and making provision for students with SEN.

 

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