SEN and Disability Information
Break Through School values the contribution that every student makes and welcomes a diversity of culture, religion and intellect. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities. The school seeks to raise the attainment, remove barriers to learning and increase physical and curricular access to all. All students are valued, respected and equal members of the school. As such, provision for pupils with SEND is a matter for the school as a whole.
The school SENCo is Amanda Chalk. The Amanda manages the special needs provision throughout the school by fulfilling the following responsibilities:
- liaising with staff members in order to identify young people to be further assessed and included on the Special Needs Register and reviewing and updating the register regularly
- in consultation with teachers, preparing, maintaining, evaluating, monitoring the impact of the provision and reviewing IEP’s termly. Teachers are to review IEP’s on a biweekly basis.
- ensuring ongoing discussion with parents/ carers/ guardians as a vital part of this process and of every aspect of special needs provision
- reviewing and updating the Special Needs Policy every two years
- administering assessment and diagnostic screening to establish particular difficulties and/or weaknesses of those students who are not making adequate progress
- giving general and specific advice to staff members on differentiating subject work to meet particular needs, in the context of Quality First Teaching, QFT. In conjunction with class teachers, planning differentiated programmes and assignments for individual young people, instructing teaching assistants and 1:1 teaching assistants in the carrying out of these assignments, providing them with additional materials if necessary and setting up record-keeping systems.
N.B. Teachers may sometimes decide to work with groups on differentiated assignments while the teaching assistant supervises other groups.
- liaising with professionals (for example, SALT’s and counsellors) to carry out direct teaching for groups and individual young people, in-class or in a withdrawal context as appropriate. In-class support is targeted towards enabling young people to have access to the whole curriculum
- assisting staff development by providing information about and training in current special needs concerns; staying aware of recent special needs theory and practice and directing staff towards appropriate courses focusing on special educational needs
- liaising with appropriate professionals on matters concerning special needs, and with staff on appropriate training opportunities for them
- advising parents/ carers/ guardians, providing information, arranging for assessments and/or intervention from outside agencies
- liaising and meeting with outside agencies who are involved in supporting students and families
- advising parents on initiating or making applications for Education and Health Care Plans (EHCPs)
- providing necessary reports and documentation to support such applications
- leading on, and doing the necessary paperwork for, the annual review cycle for EHCP’s
- researching, evaluating and purchasing appropriate materials to support the learning of students who have been identified as having a learning need