Since 2001, The Code of Practice has defined students with a learning difficulty if they:
“Have a significantly greater difficulty in learning than the majority of children 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 children of the same age in schools within the area of the local educational authority”
Students with SEND can be categorised as having a primary need in one or more of the following areas: Cognition and Learning, Communication and Interaction, Social, Mental and Emotional Wellbeing, Sensory and/or Physical.
Our identification and subsequent support and intervention is delivered through ‘the three wave model’.
Quality First Teaching that differentiates for every learner in the classroom.
Intervention for some learners that enables them to keep up with age related expectations.
Personalised and intensive intervention for afew.
In practice this means:
All teachers are expected to deliver carefully planned lessons that differentiate for all learners. In most cases minor adaptions are required for Wave 1 students which can be delivered through the choice of activities, the language being used in the class and reassurance from staff.
A minority of learners are identified as needing 1:1 and small group intervention to support core skills such as literacy and numeracy. Strengthening these skills allows students to access the whole curriculum. Students are identified by annual testing of spelling and reading ages. Intervention can take the form of a 1:1 session or a small group program. These are led by Learning Support Assistants (LSAs), the Specialist Teacher of Dyslexia and the SENCO. LSAs also provide some in class support. Wave 2 learners are identified on the SEND register and all have SEND Support plans in place which are reviewed on a termly basis and shared with parents and carers.
Students with Statements of SEND or an Education Health Care Plan (EHCP) are provided with a personalised program which may involve collaborating with various professionals and agencies to formulate the appropriate support.
In common with other Surrey Schools ‘The Rosebery’ Offer, our answer to the 14 Questions posed by Surrey can also be found on the SEND link. This document reflects the changes required by the Families and Children’s Bill (September 2014)