SEND
We believe that every child matters and that the fundamental purpose of education is to prepare students to lead fulfilled, productive, responsible, happy and successful adult lives.
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We believe that every child matters and that the fundamental purpose of education is to prepare students to lead fulfilled, productive, responsible, happy and successful adult lives.
We are an all staff to make reasonable adjustments to their practice to ensure that all our students make progress and are able to access the curriculum. We currently have 33 students with an EHCP. A large number of the students on our SEN register have Speech, Language and Communication needs, others have ASD. We also have students with moderate difficulties with cognition and learning. We currently have students who visual and hearing impairments. We also have a number of students with SEMH difficulties. Despite having a 3 storey building we do have lift access to upper floors. We will also have a chair ramp for better access across the site. We have disabled toilet facilities. We also have 6 designated Disabled Parking Bays.
Identifying Needs at Lift Aylward
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Teachers will make regular assessments of progress for all pupils and identify those whose progress is a concern. This may include progress in areas other than academic attainment, for example, social or communication needs. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
Identification of SEN
Any member of staff or parent/carer can refer a student for any of the categories of SEN. Information to support the referral will be gathered from one or more of the following as relevant:
- previous schools
- results of objective tests e.g. CATs, data collections, KS2 results
- results of other tests available in school such as word recognition, spelling, words per minute
- class teacher observations and assessments
- tutor and year team observations or records
- SEN referral completed by staff via email
- Parents/carers Examination or data collection results as appropriate
The steps Lift Aylward take if SEND is identified
If SEND is identified the stages of action are:
- Initial concerns expressed by parent, teachers, health or social services professional
- SENCO gathers information, makes initial assessment and informs parents of outcomes
- SENCO seeks further advice/assessment from professional and outside agencies if required
- If the young person is identified as SEND the SENCO will provide teachers, parents and the child with advice, strategies and provision suited to support their needs.
For students with specific learning difficulties such as dyslexia, or moderate learning difficulties that affect students in a range of cognitive areas.
For students who struggle to engage in the social aspects of school, or who find it hard to cope with challenging emotions. This will range from students needing short-term assistance during a turbulent time in their life, to students with a recognised condition such as ADD or ADHD.
For students who have speech, language and communication needs, a specific language impairment or a range of communication difficulties. Students who find it difficult to interact with others are supported within this area.
Students whose need is primarily sensory and, or physical have their support overseen by the area of need leader in this team. This team would support students with hearing or visual impairments as well as students with physical needs.
