Provision for students with Special Educational Needs (SEND) 

There are a number of reasons why children may be on the SEND register, academic and otherwise. It is an indication of a need for ‘additional or different from support’.

We are aware that some pupils will have additional educational needs which may hinder their learning. Pupils presenting special educational needs are identified and assessed. Referrals can come from a multitude of sources: subject teacher’s request, Head of Year or parents. 

The SEND Code of Practice (2015) makes clear that the progress of SEND pupils is the responsibility of the classroom/subject teacher, however the SEN department and the SENDCO will liaise with subject teachers and parents regarding SEND children’s learning. All SEND children have Learning Plans which are reviewed 3 times a year. SEND children are also allocated a key worker who will meet with parents throughout the year. The SENDCO is available at all parents’ evenings to discuss students’ progress and concerns parents may have. The good relationship and communication we have with parents is paramount to the success of SEND provision. Pupils will receive support in accordance with their needs. Some pupils will be supported in the mainstream classroom; others will gain support in small groups. Individual support is provided for some pupils who are entitled to time being spent on developing specific skills. The progress of pupils on the SEND register is monitored in a number of ways, through: 

1. Tracking of subject attainment data 
2. Observations in lessons 
3. Setting and reviewing of targets 
4. Annual review meetings 
5. Diagnostic tests where appropriate

SEND children are supported, as all Leytonstone pupils are, to achieve the very best they can in public examinations. Links with Primary Schools and Further Education Colleges are good and ensure appropriate transition from year 6-7 and year 11-12 for all pupils on the SEND register.