Our Special Educational Needs Coordinator (SENCo) is Mrs Deborah Parker (email@example.com) and our Assistant Special Educational Needs Coordinator is Mrs Vanessa Winslow (firstname.lastname@example.org), who lead a fantastic team of Teaching Assistants.
The SEND department is line managed by Mrs Clare Price, Assistant Headteacher for Vulnerable pupils (email@example.com)
If you have any questions about the provision for students with special educational needs and disabilities, please contact Deborah or Vanessa.
The aims of the SEND department:
- To support inclusion for all children with SEND that attend our school;
- Ensure that all staff in the school are able to identify pupils with additional needs in order to provide a fully inclusive education;
- To support staff in providing positive whole school approaches towards the learning and achievement of children with SEND.
All children in year 7 and 8 with a reading age that is more than 18 months below their chronological age are put onto the Accelerated Reader programme. Children have a timetabled lesson on their timetable and check in with the SEND team once a week, either form time or lunchtime. They read out loud to an adult and it also gives us an opportunity to ensure they are reading regularly and doing the on-line quizzes so we can monitor progress and we can check they are changing their books. Children are tested termly to monitor progress and if the gap narrows to with 18 months, they can be taken off the programme and others added.
Small group literacy and numeracy interventions
These children are identified by the English and Maths department and they are timetabled wherever possible in core PE lessons where there will be the least impact to their learning. Small groups can be up to about 10 children and they work in a dedicated space on the literacy programme, Dockside (years 7 – 9) or Maths which is set by the Maths faculty (Years 7 – 11). Year 10 and year 11 small groups are taught by English teaching staff. The English and Maths faculties use their own testing and monitoring systems to decide which children are put in or taken out of intervention.
At times if there is a significant need identified, staff can be deployed for 1-1 support. Examples of this are where the safety of other pupils can be a significant risk or some specific work needs to be carried out with an EHCP pupil, such as speech and language work set by a therapist or the SPLD team.
Core English and Maths lessons
Children identified as below expected levels in English and maths on entry, are put into 2 extra core lesson as week instead of a second language. They do one MFL and this continues. This means they start a language in year 8. They will remain in the intervention for a year.
Nurture intervention groups
Small group lessons are run on a weekly basis following a programme of study which builds each week to teach children all aspects of nurture that they may have missed. The success is monitored and measured using the Boxall profile system and children can be taken off or added, this is usually done termly. The Nurture Programme started in November 2018 with 10 students attending. This has increased to 33 students attending from September 2019 to present. Nurture encompasses the five values and ethos of the JW school, Participation, Endeavour, Aspiration, Creativity and Respect. We run four groups a week, led and overseen by the Assistant SENCO who is mentoring and training a teaching assistant (both have attended Nurture training). Our students are chosen for a variety of reasons. Some have experienced early trauma, others have difficult and unstable home lives, several SEMH diagnoses are also catered for and students with child protection issues. Regardless of their reason for inclusion they are showing us through their behaviour that they find it difficult to express themselves through socially appropriate behaviour and they lack self-esteem and confidence. Therefore, they are not ready to learn. We aim to build trusting relationships, break down barriers and react immediately to relevant issues, as they arise. They are identified through consultation with staff, SLT and the use of the Boxall Profile which highlights specific areas of need that are planned for and catered to.
Low level emotional support
We have 2 trained staff who have designated slots on their timetables to carry out low level emotional support. Referrals are made via the pastoral team, and children are generally picked up for their first meeting within 2 or 3 days. Children can also be picked up immediately in the case of an urgent referral. The member of staff will typically work for about 4 – 6 weeks with any one student, sometimes longer if deemed necessary. Most issues are resolved within this timeframe, but occasionally children are referred for higher level outside agencies.