At Graham School, we believe that all students are entitled to an education that enables them to make progress.
| Contact | ||
|---|---|---|
| Mr D Brown | SENDCo | hello@gra.hlt.academy |
| Mrs L Coyne | Assistant SENDCo | hello@gra.hlt.academy |
There are four broad areas of SEND need as outlined in the SEND Code of Practice 2015, these include:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/ or Physical
All children and young people are entitled to an education that enables them to make progress so that they:
- Achieve their best
- Become confident individuals living fulfilling lives, and
- Make a successful transition into adulthood, whether into employment, further or higher education or training.
SEND Code of Practice 2015
Our SENDCo and Assistant SENDCo work closely with feeder primary schools. This ensures that we are aware of the special needs of all our students before they come to us, and that they are entered onto the appropriate stage of the SEND register, following inter-school liaison.
For students who have special needs, most of their learning will take place in the mainstream classroom with a subject teacher, who will provide work at the student’s level. Teaching Assistants are also available to support the learning of students based on individual needs. Sometimes a small group will be withdrawn from a lesson for specialist intervention.
Disability Access Policy
We recognise that many of our students, visitors and staff, whether disabled or otherwise, have individual needs when seeking to make use of the school and its facilities. However, we also recognise the fact that, for some users, the nature of their disabilities may mean that some may experience specific difficulties related to accessing education at the school and the physical environment.
As part of its ongoing commitment to Equal Opportunities and the delivery of an inclusive educational service, we will endeavour to ensure that disabled people receive the same standards of service as everyone else. In order to ensure that the services it provides effectively meet the needs of disabled customers, we have made reasonable adjustments to enable disabled people to use our services.
Admissions for Students with SEND
Graham School is a fully inclusive school and welcomes all students, including those with special educational needs and disability, in accordance with the LA Admissions Policy.
Where a child has an EHCP (Educational Health Care Plan, the LA will direct the mainstream school to provide a place unless this is incompatible with the efficient education of other students and there are no reasonable adjustments that can be made to prevent incompatibility.
Where a child does not have an EHCP (Educational Health Care Plan) the usual admission arrangements will apply in accordance with the LA Admissions Policy.
Complaints Procedure for SEND
- Any complaints should in the first instance be directed to the Form Tutor, the child’s Head of Year, SENCO or Assistant Vice Principal, Inclusion, Mr G Peattie.
- Sometimes parents/ carers may wish to speak directly to The Principal.
- Should parents/ carers feel that their complaint has not been dealt with satisfactorily they have the right to refer to the SEND Governor.
Useful Documents
SEND Overview
Intent
At Graham School, we provide an ambitious curriculum which is rich in the knowledge and cultural capital that all pupils, and in particular those pupils with special educational needs and/or disabilities (SEND), need to succeed in life.
Those with SEND are part of every element of whole school life including our diverse range of enrichment activities.
Class teachers have responsibility, under the guidance of the SENDCo, to ensure the curriculum they deliver is appropriately adapted to ensure that all pupils have appropriate access and are supported to achieve their expected outcomes. The SENDCo works with the Directors of Learning and subject leads to QA the curriculum and lesson delivery.
SEND learning passports, detail the access arrangements and adaptive teaching strategies required for pupils to engage fully with the curriculum, these are created and regularly updated termly in collaboration with the pupil and their parents.
Provision demonstrates ambition for pupil outcomes but is mindful of pupils’ starting points and may demonstrate appropriate adaptations to ensure good progress. For a small minority of pupils personalised curriculums may be implemented.
Implementation
The diagram illustrates some of the possible adaptations (not exhaustive) that we implement as necessary. These will be adapted to suit the needs of the individual as well as the requirements of each subject.
As a school we use Teaching Walkthrus (Tom Sherrington & Oliver Caviglioli) to ensure Quality First Teaching that is inclusive. The strategies we are adopt are as follows:
- Clearly sequenced curriculum;
- Chunking content and providing scaffolding;
- Modelling & concrete examples;
- Effective questioning;
- Retrieval Practice and spaced learning;
- Dual coding & visual prompts;
- Explicit teaching of new vocabulary;
- Feedback as part of every lesson (Live marking & feedback – effective AFL strategies)
In addition, we use ‘The Five-a-day Principles’ as recommended by the Education Endowment Foundation (EEF) to support the learning of SEND pupils
Impact
By the end of the curriculum, SEND pupils will have the knowledge, skills and cultural capital that will enable them to be successful at secondary school and beyond. The impact of their successful access to our curriculum will be assessed through the multi-faceted approach applied to all pupils but also, in addition to this, through close monitoring by the SENDCo and class teachers.