It is our policy and the philosophy of the school that every member should be valued as an individual irrespective of attainment, talent or culture. We constantly strive towards fulfilling the school's aims and providing high standards of learning and teaching. We will continue to develop the whole school approach to Special Education Needs/Additional Needs and uphold the right of every child to a full and balanced curriculum. It is our policy to support learning in curriculum areas as much as possible and to help maintain an atmosphere where no individual's behaviour hampers another's learning or that of their own. The SENCO works with all teachers and the Teaching Assistants to provide for the individual learning needs of all students. The SENCO, Mrs Debbie Drane, oversees this vital area of our work.
It is our policy that, as far as possible, support for students should be to address individual needs and be delivered within the mainstream classroom. Withdrawal should only be for a specified need for a limited time. Students will be re-integrated into the usual timetabling arrangements as quickly as possible. Students are encouraged to come voluntarily during registration periods, lunchtimes, pre-school and after school times, in order not to disrupt their normal daily timetable. Only in exceptional circumstances will students be exempted from the National Curriculum.
A number of resources are available for staff and students' use. Our computers are linked to the school network and are available for classroom and study use. The Centre is open and staffed from 8.15 and students are encouraged to come and make use of the facilities and the one-to-one help available. After School Provision is based in the Library, Monday to Thursday from 3.30 until 4.30pm.
We have a secure database available to all staff. This provides both up-to-date information about the learning needs of individual students and general information about specific barriers to learning. We have a small team of staff who support students with the behavioural and emotional support. Their role is to engage students, and ensure they are accessing the curriculum is an effective and productive manner.
WHAT WE DO
- Help and support students with learning difficulties
- Help and support students with Specific Learning Difficulties (Dyslexia)
- Co-ordinate the support, teaching and learning of physically disabled students
- Co-ordinate the support, teaching and learning of students with language and communication problems or who are new to English and/or have English as an additional language.
HOW WE DO IT
- Close links with feeder schools before a student starts at Prince William School. The SENCo visits each school in the summer term, meeting individuals and discussing transfer arrangements. Individual students are invited to visit Prince William School prior to New Intake Day in order to familiarise themselves with the school and ease the transfer. The SENCO and Year Team Leaders liaise together to discuss individuals and prepare confidential lists of special needs for the information of all teaching staff.
- Testing students when they start at our school
- In class support to help students access the curriculum
- Support teachers, by working alongside students in class, helping to differentiate work and advising on the needs of individual students
- Providing physiotherapy and support within the class for physically disabled students
- Withdrawal sessions to develop a student`s literacy/numeracy skills using a selection of resources
- Providing a reduced curriculum for certain students for whom the full curriculum is proving too much
- Close and regular links with outside agencies, medical staff and other professionals
- Careful advice and support for Transition at 11+, 16 + and 18+
- Close links with the Children & Young People’s Service – SEN & Disabilities Team in Wellingborough who regularly visit the school to assist and advise on Learning Difficulties e.g. hearing service and physical disabilities (see also SEN Information Report and Local Offer)
- Partnership with parents. We are committed to working in close co-operation with parents for the good of each student. Parents of students with special educational needs will be contacted and meetings arranged to discuss proposed provision. All parents are encouraged to contact the school as and when they have concerns. Parents of students with a Statement of Special Educational Need or an Education Health and Care Plan (EHCP) are always invited to annual statement review meetings in addition to the usual Parents' Evening, and will be provided with a copy of their learning support plan, which is reviewed throughout the year.
- Medical/physiotherapy room
- Well-resourced teaching/literacy rooms
- Small quiet rooms, for exams, individual work and visiting professionals
- Small IT suite used for intervention classes/homework club
- Large library used for intervention classes/after school homework club/Dyslexia Club
- Alternative Provision Base
- Courses / Opportunities we offer
- ASDAN Alternative Programmes
- Dyslexia Club
- Homework Club daily
- Physiotherapy (per student need)
- Reading Buddy Scheme
- Key Worker for identified students
- Intervention for Literacy/Numeracy
- Nurture Group(s) – Year 7 & 8 (planned for September 2015)
WHO TO CONTACT?
Mrs Debbie Drane
Assistant Headteacher/Special Educational Needs Co-ordinator