The Special Educational Needs Code of Practice 2014 states that a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty if they:
- Have a significantly greater difficulty in learning than the majority of others of the same age; or
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. We use their best endeavours to ensure that such provision is made for those who need it. Back to top of page
Ayse Osman email@example.com 0208 974 1156
– Coordinating all the support for students with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all students receive a consistently high quality response to meeting their needs in school.
– Ensuring that you are:
– Involved in supporting your child’s learning.
– Kept informed about the support your child is getting.
– Involved in reviewing how they are doing.
– Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc…
– Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
– Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
– Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
– Supporting Young Carers as the Young Carer Lead in the school.
– Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCo know as necessary.
– Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
– The day to day management of all aspects of the school, this includes the support for students with SEND.
– Giving responsibility to the SENCo and class teachers but is still responsible for ensuring that your child’s needs are met.
– Ensuring that the Governing Body is kept up to date about any issues in the school relating to SEND.
– Making sure that the necessary support is made for any child who attends the school who has SEND. Back to top of page
Chessington Community College is an inclusive, mainstream school that makes provision for every kind of frequently occurring special educational need, for students with or without a statement of special educational needs / Education, Health and Care Plan. These include dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties and behaviour difficulties. If there are other kinds of special educational need which do not occur as frequently and with which the school has less experience, we can access training and advice so that these kinds of needs can be met.
All students are supported by their class teachers via excellent targeted classroom teaching, also known as Quality First Teaching. For your child this would mean:
– That the teacher has the highest possible expectations for your child and all students in their class.
– That all teaching is based on building on what your child already knows, can do and can understand.
– Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
– Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
– Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to help them make the best possible progress.
The school currently meets the needs of students with a statement of special educational need / Education, Health and Care plan with the following kinds of special educational need:
– Speech and Language Needs
– Social Communication Needs e.g Autistic Spectrum Disorder
– Cognition and Learning Needs
– Physical disabilities
The principle of early identification and intervention underpins our approach to identifying those students who need extra help. This is often put in place, even if special educational need has not been identified. This extra support will enable the student to catch up. If a student is identified as having additional needs, they will be added to the SEN Register. Examples of extra support are:
– 1:1 Literacy Support
– 1:1 Dyslexia Support
– Small group literacy support
– Small group numeracy support
– Options Support (Yr 10 & Yr 11)
– Pre-teaching vocabulary
– Homework support
– In-Class Support
– 1:1 SEMH Support
– Circle of Friends
– Green Card (enables them to use the Green Room, a time-out space)
Specified Individual support
This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/SENCo as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school.
– Usually your child will also need specialist support in school from a professional outside the school. This may be from specialist teachers or outside agencies such as Speech and Language Therapy.
– For your child this would mean:
– The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
– After the school have sent in the request to the Local Authority (with information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support currently offered to the student.
– After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more support in school to make good progress. If this is the case they will write an EHC Plan. If this is not the case, they will ask the school to continue with the current support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
– An EHC Plan will outline the desired outcomes for your child and suggest strategies to be put in place to achieve this. It will also have long and short term goals for your child.
– Additional adults may be used to support your child with whole class learning, run individual programmes or run small groups including your child. Back to top of page
– If you have concerns about your child’s progress you should speak to your child’s class teacher initially. You could also speak with their Key Stage Leader or Key Stage Officer if you have concerns across the curriculum.
– If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCo.
– If you still feel the situation has not been resolved, you may speak to the Principal.
– If you are still not happy you can speak to the school SEND Governor. Back to top of page
If your child is then identified as not making progress the school will set up am meeting to discuss this with you in more detail and to:
– Listen to any concerns you may have too.
– Plan any additional support your child may receive.
– Discuss with you any referrals to outside professionals to support your child’s learning. Back to top of page
– The school budget, received from Royal Borough of Kingston Local Authority, includes money for supporting children with SEND.
– The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
– The Head Teacher and the SENCo discuss all the information they have about SEND in the school, including:
– The students getting extra support already
– The students needing extra support
– The students who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed.
– All resources/training and support are reviewed regularly and changes made as needed.
– We focus on what outcomes intervention and support will have on the student. Back to top of page
Directly funded by the school:
– SEN Team
– Qualified SENCo
– Learning Assistants
– Social Emotional and Mental Health Support Co-Ordinator
– ASD Support Co-Ordinator
Paid for centrally by the Local Authority but delivered in school:
– Educational Psychology Service
– Speech and Language Therapy
– Hearing Impairment Advisory Teacher
– School Nurse
– Post 16 SEN Personal Advisers Back to top of page
– The SENCO’s job is to support the class teacher in planning for students with SEND.
– The school has a training plan for all staff to improve the teaching and learning of students including those with SEND. This includes whole school training on SEND issues such as ASD and Speech and language difficulties.
– Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. Back to top of page
– Class Teachers plan lessons according to the specific needs of all groups of students in their class, and will ensure that your child’s needs are met.
– Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
– Specific resources and strategies will be used to support your child individually and in groups.
– Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs. Back to top of page
– Your child’s progress is continually monitored by his/her class teacher.
– His/her progress is reviewed formally every term in KS3 and every half term in KS4.
– The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the student’s education.
– The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in. Back to top of page
– The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
– The SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
– All information from outside professionals will be discussed with you and where possible a report will be provided.
– Homework will be adjusted as needed to your child’s individual needs.
– A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child. Back to top of page
– The new building is accessible to students with physical disability via the lift.
– We ensure that equipment used is accessible to all students regardless of their needs.
– After school provision is accessible to all students including those with SEND.
– Extracurricular activities are accessible for students with SEND.
– School trips are accessible for students with SEND
– Steps are taken to prevent SEND students being treated less favourably; rewards are balanced and sanctions adapted, when appropriate, to meet the needs of students with SEND.
– Further information can be found in our Accessibility Plan. Back to top of page
We recognise that transitions can be difficult for a student with SEND and take steps to ensure that any transition is a smooth as possible.
If your child is moving child to another school:
– We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
– We will make sure that all records about your child are passed on as soon as possible.
Arriving in Year 7
– The SENCo will attend the Primary Transition Day to discuss the specific needs of your child with the SENCo of their primary school.
– Personalised transition arrangements may be put in place in addition to the transition days for all students.
– When invited to do so, the SENCo will attend the last Annual Review at a primary school.
– The SENCo will make visits to primary schools to meet students with additional needs ahead of the transition.
We aim to ease transition from year to year and between Key Stages by preparing students depending on their individual needs.
The local authority’s local offer can be found here: http://www.kingston.gov.uk/info/200328/local_offer/998/our_draft_local_offer