Additional Needs

We are committed to the precept that every pupil, regardless of ability, should be provided with educational experiences which will enrich their development and allow them to reach their full academic, creative and social potential. In so doing, we are guided by both statutory requirements and by the need to respond to perceived local, in-house and individual circumstances. Our focus is on preventative work to ensure that our pupils’ special educational needs are identified as early as possible and that early action is taken to meet those needs. It follows from this that certain pupils will require special educational provision if they are to make the progress of which they are capable. Such pupils may be defined as having a special educational need, arising either from a particular learning difficulty or from the fact that they are in some way more gifted or talented than their peers.

We aim to provide a flexible range of Additional Needs provision for those pupils who require it. The school has experience of catering for pupils with moderate learning difficulties, as well as those with specific learning difficulties, physical disabilities, sensory impairments and emotional and behavioural problems and seeks to work closely in this with outside agencies.

Local Offer

Sandbach High School and Sixth Form College is an inclusive school and offers the following range of provision to support children with additional needs.   This is combined with the provision and teaching provided to the whole class. We hope that this information will assist you in the decision as to whether this school is right for your child.Cheshire East Local Authority (CE LA) also has to produce a Local Offer for parents and carers of children with Special Educational Needs or a Disability (SEND). The purpose of the CE LA Local Offer is to ‘offer’ information for parents, in a single place, which helps them to understand what services they and their family can expect from a range of local agencies – including their statutory entitlements; and make clear what is available for their child from early years settings, schools (including Academies and Free Schools), colleges and other services, and also including health and social care. It covers provision for children and young people from birth to 25 and includes information on education, health and social care services.

Intervention

The Additional Needs Team offer a wide range of interventions and support both in formal, structured lessons and in extra-curricular time as well.  The following interventions and approaches are offered.

SEN Information Report September 2017

Policies and Plans

The Governors, Headteacher and staff of Sandbach High School and Sixth Form College are committed to the precept that every pupil, regardless of ability, should be included in all aspects of the life of the school and should be provided with educational experiences which will enrich her development and allow her to reach her full academic, creative and social potential. In this policy, we are guided by both statutory requirements and by the need to respond to local, in-house and individual circumstances.  In line with the County Policy and with the SEN Code of Practice 2015 (wef 1.4.15), we operate within the staged approach, or Wave model, to prevent, identify and address additional educational needs; in which term we include needs arising from gifted and talented status as well as learning difficulties, physical, medical and sensory needs and English as an Additional Language where this presents barriers to learning.1 – IdentificationEarly identification and prompt intervention are key to our practice. Students are identified as having additional educational needs on transition, via information from feeder primary schools; during key stages 3-5 via our in-house progress tracking; or via a referral from Achievement Co-ordinators, class teachers or parents.  To ensure consistency and effective targeting of limited resources, students identified by primary schools are monitored closely for the first term and where appropriate removed from the Additional Needs Provision Map.2 – Provision Map and School Focus Plans (SFP)The additional needs Provision Map is a key document in our provision.  The SENCo is responsible for the accuracy, accessibility and usefulness of the map, which details by pupil the nature of additional need (AN), strategies adopted to address the need and key personnel involved in provision.  Generic information about common AN is available to support teachers in meeting needs and where more specific detail is required an SFP is generated.  The SFP supplements information included in the Provision Map with personalised information and further strategies.  SFPs are reviewed at regular intervals and subject teachers, parents and students asked to contribute as appropriate.

3 – Wave 1 Provision: Quality First Teaching

Central to our practice is the provision of high quality, engaging and challenging teaching and learning experiences differentiated for individual needs as standard.  To this end, the SENCo ensures that high quality CPD is provided for all staff and that information about individual students is accessible and up to date.  Curriculum Leaders are responsible for ensuring that QFT takes place as part of the ongoing monitoring and evaluation and for giving due regard to AN issues in Curriculum Area meetings and development planning.  As part of the annual analysis of external examination results which is compiled by both the SENCo and for individual subject areas by Curriculum Leaders we are asked to report and reflect upon the progress and achievement of students identified with AN in their subject(s).  All teaching staff are responsible for the provision of QFT in their classroom and for meeting the needs of all students in their classes.  To this end, teachers are expected to be mindful of the information provided in the Provision Map and SFPs where appropriate and to apply this information in their day to day teaching.

4 – Wave 2 and 3 Provision: Additional Intervention

Where students fail to make adequate progress despite access to QFT, the SENCo is responsible for providing access to additional intervention where possible.  This additional intervention may take the form of in-class support, morning challenge clubs, individual or small-group intervention, nationally recognised schemes such as ‘Read, Write, Inc’ (see Provision Map).  Where such intervention does not accelerate progress, support from outside agencies is sought and, where appropriate, application for funding through a Statement is made.

5 – Additional Needs Roles and Responsibilities

The SENCo is responsible for the operation of the school’s Additional Needs Policy.  In this role, she is supported by the AN Team.

ADDITIONAL NEEDS POLICY

 

Additional Needs Team Job roles 20172018 (1)