Support for students with Special Educational Needs (SEND)
At Pleckgate, we ensure that a child with SEND gets the support they need – this means doing everything we can to meet children and young people’s SEND. A guiding principle for the SEND department is to put the student and their family at the centre of what we do and to ensure that children with SEND engage in activities of the school alongside children who do not have SEND.
The SEND Code of Practice principles makes it clear that all class and subject teachers are responsible for meeting SEND and must make every effort to meet the needs of children and young people with SEND. Most children and young people with SEND have their needs met through universal, mainstream education provision.
Assess – plan – do – review
The SEN Code of Practice is specific about good practice once a potential SEND is identified. The four types of action needed to put effective support in place, through the ‘graduated: approach are:
- Assess: the class teacher and SENCO should clearly analyse a child’s needs before identifying them as needing SEN support.
- Plan: schools must notify parents wherever it is decided that a child is to be provided with SEN support, and involved in planning towards an agreed set of outcomes.
- Do: the class or subject teacher remains responsible for working with the child on a daily basis. Where the interventions involve group or individual teaching away from the main teacher, he/she still retains responsibility for the child’s progress.
- Review: schools must review the effectiveness of the support in line with an agreed date included in the plan.
By taking these four steps, schools will be following a “graduated approach” to meeting SEND needs. It is important to note that this cycle will be continually revisited for as long as the child has SEND.
All children will be monitored, their progress tracked and significantly differentiated learning opportunities will be provided. Parents/carers and pupils will always be consulted and kept informed of action taken to help their child and of the outcome and the school will use a range of evidence based interventions.
Bespoke Curriculum Provision
It is the aim of the Learning support bespoke curriculum pathway to allow every student, regardless of ability and need to leave school having met their potential, socially, physically and academically. Learning Support provides a fluid curriculum for all students that is responsive to the individual needs of student. This includes support speech and language development, motor skills and physiotherapy as well as a focus on building skills for life and developing independence. The curriculum taught within Learning Support is linked to subject department schemes of work and appropriately differentiated. Students are taught in stage, not age groupings; this enables more effective differentiation and provides students with more opportunity to work independently, in addition to promoting increased self-esteem. English, maths, science, history, geography and RE and the ASDAN COPE course (Certificate of Personal Effectiveness) are taught as the core curriculum for all students across the five years at Pleckgate.
The Learning Support Curriculum is built on a foundation of English and maths and other curriculum subject areas as the vehicles for enhancing the core skill. Cognitive development is promoted to improve memory and retention of knowledge and our curriculum is well sequenced to create opportunities to revisit prior learning. Students who need the greatest support for example students with little speech and language acquisition and who require full-time 1-1 care, follow a wholly personalised timetable based on the Early Years curriculum including basic life skills with a focus on independence and confidence. Preparedness for adult life is also an important part of our curriculum to ensure students leave Pleckgate with the life skills required to participate as fully as possible in adult life.
Transition Support for students with SEND
The focus on progression is especially important for students with SEND at transition from KS2. The SENCO ensures that detailed information on vulnerable students and those with SEND, is gathered as well as meetings with parents. This allows for provision to be in place prior to joining Pleckgate and enables a smooth transition and to ensure that the curriculum is designed around the students’ needs. Transition between KS4 and KS5 for SEND students is led by the SENCO, facilitating bespoke taster sessions as well as CEIAG to allow continuous learning for all students.
There is nothing more important to us than meeting your child’s needs.
Blackburn with Darwen Council’s Local Offer for Children & Young People with Special Educational Needs and Disabilities (SEND) – Pleckgate High School