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SEN Q5

How do the school teach and support children with SEND?

A variety of methods may be used to teach and support students who have additional needs. Access to learning based provision is generally based on lack of progress and working below age related expectations (ARE). The SENCo co-ordinates the allocation of support for students with additional needs. Where general support is allocated to a group with a number of students with additional needs the class teacher will direct the support on a lesson by lesson basis.

  • In core subjects students are ability grouped based on both literacy and numeracy skills. Groups where students struggle to acquire skills are kept as small as possible. There is frequently access to an additional adult who, under class teacher direction, may work with small groups or individuals who are identified as having additional educational needs.
  • A small number of students in Y7 and Y8 , all identified with additional needs, may be part of the KS3 Intervention group, focusing primarily on reading, literacy and numeracy skills delivered by the SENCo and Intervention Team. This may regularly involve 1:1 or paired work sessions
  • Some students identified with additional needs may be withdrawn for 1:1 reading intervention work
  • Some students identified with behaviour or particular social needs may be supported through the PACE (alternative curriculum provision) group for part or all of their curriculum provision. This may be for different periods of time as students work towards reintegrating back to mainstream provision
  • Students with statements or EHC plans may undertake some bespoke intervention to meet the needs and objectives outlined in their plan. This work is likely to be 1:1 or in pairs or small groups.