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SEN



TBAP SEN policy
To find out more about your child's academy, please read the LAB Reports

RBKC local offer

SEN TBAP Multi-Academy Trust Academies School offer 2016-2017
Click on the links below for the answers to each question

1. Who are the best people in school to talk to about my child’s special educational needs, disability or difficulties with learning (additional needs)? 

2. Who will help my child with their additional needs?

3. How will the school let me know if they have any concerns about my child’s additional needs?

4. How will the school consult learners and parents/carers about additional needs?

5. How does the school ensure that teaching staff are appropriately trained to support my child’s additional needs?

6. How will the Teaching and Learning be matched to my child’s needs? 

7. What types of support may be suitable and available for my child?

8. How will you support my child to reach his/her learning goals?

9. What is an EHC Plan and who can request one for my child?

10. How will you help me to support my child’s learning?

11. How is support allocated to children and how do they move between the different levels of support in school?

12. How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?

13. What support will there be for my child’s happiness and wellbeing at school?

14. How is my child included in all the same activities as his/her peers at school?

15. How will school support my child in transition stages eg YR 6 into YR 7; KS3 into KS4; KS4 into KS5?

16. Who can I ask if I have any other questions about my child at school, including complaints?

17. Where can I find additional information?

1 Who are the best people in school to talk to about my child’s special educational needs, disability or difficulties with learning (additional needs)? 

2 Who will help my child with their additional needs?

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3 How will the school let me know if they have any concerns about my child’s additional needs?

4 How will the school consult learners and parents/carers about additional needs?

5 How does the school ensure that teaching staff are appropriately trained to support my child’s additional needs?

6 How will the Teaching and Learning be matched to my child’s needs? 

7 What types of support may be suitable and available for my child?
Your child will receive teaching of the highest quality from his/her subject teacher as a matter of course but there are also Interventions at our AP academies.  Learners might receive the following support: 1:1 withdrawn; 1:1 in-class; small group work.

Where appropriate, there will also be targeted work on the following:

• Social and Emotional Aspects of Learning (SEAL);
• Anger Management;
• Mentoring;
• Resilience;
• Assertiveness;
• Sex and Relationships Education (SRE);
• Circle Time

The following Specialist Services may also be offered:

• Educational Psychology
• Therapeutic Services-in-school and CAMHS
• Speech, Language and Communication Needs (SLCN)
• Occupational Therapy (OT)
• Careers, further education and training advice
• Autistic Spectrum Disorder (ASD)

Additional needs and provision can be considered as falling in to four broad areas:

• Communication and interaction
• Cognition and Learning
• Social, mental and emotional health
• Sensory and/or physical

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8 How will you support my child to reach his/her learning goals?
All TBAP schools will:

• Assess your child’s needs
• Plan the most effective and appropriate intervention
• Do the intervention
• Review the impact on your child’s progress towards individual learning outcomes.

If appropriate we will also provide specialist equipment eg coloured filters, pen/pencil grips, concentration aids, tablet PCs.

Trained TBAP staff will assess those learners who may qualify for special consideration for external examinations.
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9 What is an EHC Plan and who can request one for my child?
The purpose of an EHC Plan is to make special education provision to meet the special educational needs of a child or young person in order to secure improved outcomes for him/her across education, health and social care and, as he/she gets older, prepare for adulthood. An EHC Plan will contain:

• The views and aspirations of you and your child
• A full description of his/her special educational needs and any health and social care needs
• A route to establish outcomes for your child’s progress
• Specifications of the provision required and how education, health and social care will work together to meet your child’s needs and support the achievement of the agreed outcomes.

You, your child (where appropriate and aged 16 years and over) and/or the school, usually the Director of Access and Inclusion or Head of School, can request that the Local Authority conduct an assessment of your child’s needs. This may then lead to an EHC Plan.

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10 How will you help me to support my child’s learning?

11 How is support allocated to children and how do they move between the different levels of support in school?

We know when Learners need support right from the time of their central induction, when they are assessed in a number of different ways in order to gather data on them eg Reading Age; Special Needs Assessment profile (SNAP A & B); Pupil’s Attitude to Self and School (PASS); Testing For Access (for support in public examinations); CATs (Cognitive Ability Tests). We then monitor progress in ways that might include all or some of the following:
 
• Termly data drops
• Daily Attendance, Behaviour, Achievement via SIMS
• Termly analysis of Attendance, Behaviour, Achievement via SIMS
• I-Progress sheets-monitoring progress over time
• Written reports
• Informal and formal meetings/contact with Subject Teachers, Learning Support Professionals, Learning Guides, Year Team Leaders, Therapists, External agencies
• Behaviour for learning
• Early Years Foundation Goals
• Child Development
• Boxhall Profile

Extra support is then put in place or phased out according to need. We know when support is required because of the following:

• Information gained on induction and/or from previous school
• Concerns raised by learners, parents/carers, teachers, learning support professionals, therapists, external agencies
• If limited progress is being made
• There is significant change in progress and/or behaviour
• Concerns are raised by external agencies

12 How will the school know that the support has made a difference to my child’s learning and how can I and my child be included in this review process?

13 What support will there be for my child’s happiness and wellbeing at school?

14 How is my child included in all the same activities as his/her peers at school?

15 How will school support my child in transition stages eg YR 6 into YR 7; KS3 into KS4; KS4 into KS5 and Reintegration into a mainstream school?

 

16 Who can I ask if I have any other questions about my child at school, including complaints?