| Aims of the Learning Support
Department |
| |
|
| * |
To identify pupils requiring additional
support in school. |
| * |
To inform teaching staff about pupils
with additional needs. |
| * |
To advise staff about appropriate
strategies to use to support these pupils. |
| * |
To provide advice on differentiation
in the classroom. |
| * |
To improve the basic literacy and
numeracy skills of pupils. |
| |
|
| Staffing |
| |
|
|
| SEN Governor: |
Ian Smith |
| Leadership Group Link: |
Gail Smith |
| |
SENCo |
Moira Lloyd |
| |
SEN teachers |
Linda Pritchard |
| |
|
Ruby Seager |
| |
SEN tutor: |
Peggy Goaten |
| |
TA 3: |
Linda Lister |
| |
|
Vicky Parnaby |
| |
TA 2 |
Janette Bolder |
| |
|
Karen Maynard |
| |
|
Sandra Watson, |
| |
|
Tony Weatherstone |
| |
TA 1: |
Sandra Atkinson |
| |
|
Sandi Cappleman |
| |
|
Simon Cawkill |
| |
|
Julie Clappison |
| |
|
Lynn Cooper |
| |
|
Deby Harah |
| |
|
Sandie Muir |
| |
|
Pat Paddy |
| |
|
Linda Seaman |
| |
|
Angie Smith |
| |
|
Karen Taylor |
| |
|
Sam Wankiewicz |
| |
LEA Personnel: |
|
| |
Educational Psychologis |
Alison shirley |
| |
Advisory Teacher - Behaviour |
Cheryl Young |
| |
EWO |
Sarah Kennedy |
| |
|
|
| Pupil Support |
|
| |
|
|
| |
All pupils joining the
school are assessed for reading and spelling levels
and records from the previous school are used to
suggest the level of support that is needed. All
supported pupils will have an Individual Education
Plan, IEP. Support is provided to improve access
to learning and may take the form of one or more
of the following: |
| |
|
| * |
Staff take account of
individual needs and learning styles in their teaching
methods |
| * |
Literacy/ numeracy lessons |
| * |
Specialist teaching |
| * |
In class support |
| * |
Equipment and aids |
| * |
Support from outside
agencies |
| |
|
| |
Hornsea School has benefited
from the Access Initiative and all ground floor
rooms are accessible and a lift and a stairclimber
allow access to a proportion of first floor rooms. |
| |
|
| |
There are four toilets
around our site that are accessible to people who
use wheelchairs or other mobility aids and a physiotherapy
room with appropriate equipment as needed. |
| |
|
| |
Some pupils may be able
to receive special arrangements in examinations
to allow equal opportunity to show their knowledge
and understanding. |
| |
|
| The SEN Framework |
| |
|
| |
There are four levels
of SEN provision: |
| * |
School Action, SA –
this need is met by staff within the school |
| * |
School Action Plus, SA+
- this need is met by external professionals |
| * |
Assessment – the
LEA is considering if a statement is needed |
| * |
Statement – the
school is given additional funding to meet the needs
of the pupil, this will usually be through individual
teaching or in class support. The statement will
give the level of funding for that pupil. It is
revised annually through the Annual Review process. |
| |
|
| There are four
areas of need defined in the SEN Code of Practice: |
| |
|
| * |
Communication and interaction |
| * |
Cognition and Learning |
| * |
Behaviour and Emotional
and Social Developmen |
| * |
Sensory and/or physical
|
| |
|
| Parent Partnership |
| |
|
| |
The Learning Support
Department operates an open door policy and welcomes
parents phoning or visiting to discuss their child’s
needs. Parents are encouraged to share their concerns
with the department and appointments can be made
for individual problems. |
| |
|
| |
Parents are informed
of any change to SEN status and support for their
child and invited to discuss this with SEN teachers. |
| |
|
| |
An IEP is prepared and
sent home twice each year. All parents are invited
to an evening mid year to consider the previous
plan evaluation and to discuss new targets. Parents
of Y7 with SEN are invited to discuss any issues
near to the end of the first term in this year. |
| |
|
| |
An Annual Review is held
for all pupils with a statement of SEN; parents
are invited to attend this and will receive the
completed documentation. |
