Special Educational Needs and Disability Provision
All students at St Edward’s School are entitled to an inclusive education. Students identified as having additional needs are supported with reasonable adjustments. For most students, this is through Quality First Teaching where teaching staff provide appropriate support under the guidance of the SEND Team. For some, we provide interventions and more intensive support based on their needs.
Students with additional learning needs may be struggling with literacy (including Dyslexia) or find numeracy challenging. Some of our students have been diagnosed with conditions such as Autism Spectrum Condition (ASC), Attention Deficit Hyperactivity Disorder (ADHD) or Attachment Disorder. Others may have a physical or medical condition that affects their ability to access learning. Mr. Dawson and the SEND Team ensure that their learning experience is positive and that they have the same opportunities for success and enjoyment as all students.
We maintain an information system so that staff are aware of the needs of our students and how to support them. This ensures that staff are aware of their individual barriers and the provision that individual students will need to access our broad curriculum.
Teachers are advised of strategies to ensure each student has the best possible chance of reaching their potential. They receive training about SEND through continued professional development.
For students with significant needs or who require additional support above Quality First Teaching, we may add them to our SEND Register. Interventions are often provided in 1:1 or small group sessions, and they can be to support with reading, literacy, emotional needs or social skills. SEND Staff who provide interventions are well trained and the SEND Team monitor the impact of this support.
The progress of ALL students is monitored by the class teacher and Director of Learning. Students on the SEND Register will also be monitored by the SENCo. Students can be placed on (or taken off) the SEND Register at any stage of their school life and have most often already been identified by their primary school.
If a student is still unable to make expected levels of progress despite this support and there is sufficient evidence from teachers to support this, we may engage external professionals such as an Educational Psychologist or Outreach for advice and support. In some individual cases, it may be appropriate that some students follow a bespoke and personalised timetable, possibly with the support of outside providers.
The new SEND Code of Practice was first introduced on 1st September 2014, this places greater emphasis on early identification of needs and the importance of quality first teaching in the classroom. This document can be found here.