Special Education Needs

Independent school promotes Inclusive Education, where teachers differentiate learning so that all learners can access the school curriculum.

The SEN of Independent School oversees the day-to-day operation of the school’s SEN policy. Liaising with and advising teachers when necessary. When there is a need the SEN staff provide interventions.

Interventions are targeted support sessions, tailored to support students in order to help them to achieve or work towards their target grades. When there is a need we offer to help them with emotional or social support to be more confident especially when they are going to be reintegrated into class.

These interventions are provided by our specialist support staff and SEN teachers and come in a variety of forms. We run interventions at the classroom or department level which are aimed at a specific group of students who have been identified as being in need of support.

Interventions span all year groups, especially those whose learning ability is below classroom level and are guided by the performance meetings with subject teachers and student progress.

The SEN department provides a conducive learning environment for the specific areas. They are:-

1. Cognition and Learning Needs

Specific Learning Difficulty (SpLD)
Moderate Learning Difficulty (MLD)

2. Communication and Interaction

Speech, Language and Communication Needs (SLCN)
Autistic Spectrum Disorder (ASD)

3. Sensory and/or Physical needs

Hearing Impairment (HI) ( Mild)

4. Behaviour, Emotional and Social Development Needs

Behaviour, Emotional and Social Difficulty (BESD)(Mild)
ADHD(Mild)

Identifying students with needs can be done by getting background information from parents. Also by interviewing the new intakes and through referrals from teachers. Classroom observation is conducted and when student’s needs have been identified, they can be withdrawn from class either for one to one and /or small group intervention. Students’ progress will also be monitored, through class support as well. In any case that there’s a major issue the SENCO liaises with the parents for any intervention with outside agencies.

The SEN department comprises of the:

SENCO

SENCO: The responsibilities entails:

Develop and oversee the implementation of the school’s SEN strategy and policy.
Work with classroom teachers, the school leadership team, parents and relevant external agencies to develop, implement and monitor individual support/learning plans.
Make referrals and liaise with professionals outside of the school – this could include psychologists, health and social care providers, speech and language therapists and occupational therapists.
Provide advice, guidance and training to classroom teachers on supporting pupils with SEN.
Support teachers to develop and implementing effective teaching and behaviour management approaches in the classroom.
Develop and maintain systems for keeping pupil records, ensuring information is accurate and up to date.
Manage SEN teachers, teaching assistants and support staff to improve pupil progress and attainment.
Keep up to date with policies related to SEN and cascade information to colleagues.

SEN teachers

Their roles entail:

Carry out assessments of pupils with SEN to identify needs and monitor progress – including observations in the classroom and meeting with teachers and parents.
Work with teachers and parents to develop, implement and monitor individual support/learning plans.
Develop Individualised Education Programme (IEP) to focus on the child’s strengths and weaknesses and outlines the steps necessary to ensure that lessons will help to improve priority areas.
To work under the instruction/guidance of the SENCO to support the delivery of quality learning and teaching of pupils with special educational needs.
Report to SENCO in relation to students’ needs and concerns.