Supporting Students with Additional Needs
Almost from the inception of the Academy we have worked on the basis that, while we will cater for the great majority of our students through the provision of highly-effective teaching, tutoring, mentoring and behaviour management systems, there will always be some who require additional levels of support.
That was the rationale behind the creation of the role of a Deputy Headteacher with particular responsibility for the work we do in supporting and challenging these students with additional needs. The new S.E.N.D code of practice includes important recommendations about the strategic role of the Special Educational Needs Coordinator (SENCO) and in 2015 we extended this role to incorporate the strategic aspects. Miss Halsall now exercises this extended role.
Our distinctive approach to working with students with S.E.N.D is based on a number of key ideas and that it is possible to identify a number of categories of student who will require additional support (over and above that offered by our ‘universal’ teaching, tutoring, mentoring and behaviour management systems). These include, but may not be limited to:
While the Code of Practice process of ‘plan, do, review’ would underpin the way provision was made for each of these groups of students (and while some students might fall into more than one group), it does not necessarily follow that the same person needs to be responsible for the ‘planning, doing and reviewing’ for each group.
If we manage provision for these groups separately, there need to be some roles which operated across all the groups to ensure strategic coherence and efficient and effective operations. These roles might include:
Putting these ideas into practice, we have developed the following model of SEN provision: