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SEN

Provision for students with Special Educational Needs (SEND) 

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

We are aware that some students will have additional educational needs which may hinder their learning. Students 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 SEN Code of Practice (2015) makes clear that the progress of SEN students is the responsibility of the classroom/subject teacher, however the SEN department and the SENCO will liaise with subject teachers and parents regarding SEN children’s learning. All SEN children have Learning Plans which are reviewed 3 times a year. SEN children are also allocated a key worker who will meet with parents throughout the year. The SENCO 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 SEN provision. Students will 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 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: 

  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

 

SEN 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 SEN register.