The Reach Free School believes that supporting pupils with special educational needs is the responsibility of every teacher across the curriculum. We have a SEN Information Report which answers many general queries about our SEN provision, and set out below is information about how we implement The Reach Free School Special Educational Needs Policy:
Transition from Primary to Secondary School:
All pupils are visited at their primary schools towards the end of year 6 before transferring to The Reach Free School. This provides an opportunity to meet them and their teachers and ascertain the support they may have received at Key Stage Two. For pupils who have been identified as having special educational needs, a meeting with their primary school’s SENCO will also be held. Similarly, to ease the transition process, additional visits to The Reach Free School can be arranged ahead of the new school year to ensure that pupils feel comfortable and familiar with their new surroundings. All year 7 classes have an ‘Assistant Teacher’. This person is also the class form tutor and is pastorally responsible for the class. In addition, they are educated to degree level and support subject specialist teachers to deliver lessons, remaining with their class for the majority of lessons.
Identifying and Assessing Needs
All pupils complete Cognitive Assessment Tests when they start at The Reach Free School. These tests give us an indication of the areas in which pupils are likely to need additional support. Similarly, at the end of the first half term, all pupils are assessed in each subject to help us identify specific lessons in which pupils may need extra help in terms of differentiated resources or adult support.
Reviewing Targets and Outcomes
All pupils with special educational needs have an Individual Education Plan (IEP) which are established with the pupils and their parents, guardians or carers. IEP’s contain clear targets and short term goals to help pupils make progress and to enable teachers to tailor lessons to suit their needs.
Differentiating the Curriculum
It is important to us that all pupils access their lessons and this sometimes means making changes to resources, content or arrangements to support pupils’ needs. The Reach Free School, for the most part, tries not to withdraw pupils from their classes, instead ensuring that work within each class is accessible and achievable. The Assistant Teacher’s role is imperative to ensuring that this works well.
Social and Emotional Wellbeing
At The Reach Free School, year groups are small to ensure that staff and pupils get to know each other really well and nurturing, supportive atmosphere is quickly established. In year 7, all classes have a subject specialist teacher as well as an Assistant Teacher who is with the class throughout the school day ensuring that pupils always have access to adult support as well as that from their peers.
DSPL Area 9
What is Delivering Special Provision Locally (DSPL)?
DSPL is a Hertfordshire-wide partnership approach where parents, staff in early years settings and schools, further education colleges, local authority officers and representatives from other agencies, work together as part of an Area Group, reviewing and developing the range of provision and support services available to their local community that :
- Meets the needs of children and young people with special educational needs and/or disabilities (SEND), aged 0-25, as close to home as possible.
- Improves outcomes for wellbeing and attainment
- Widens choice for children and parents/carers
- Removes barriers to learning
- Uses resources more effectively
Please click here for the DSPL Area 9 Website.