• Ensure that all pupils have access to the school curriculum and all school activities.
• Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
• Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
• Pupils to gain in confidence and improve their self-esteem.
• To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
• To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
• To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
• Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
• To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
• To give every child the entitlement to a sense of achievement.
• To regularly review the policy and practice in order to achieve best practice.

At Wellfield School, we have experience of supporting children and young people with a wide range of need including:

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

 

At Wellfield School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

For further information you can view the Teaching & Learning Policy in the School Policies section of our website.

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

At Wellfield School,, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.

This means that we will:

• Assess a child’s special educational needs
• Plan the provision to meet your child’s aspirations and agreed outcomes
• Do put the provision in place to meet those outcomes
• Review the support and progress

As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.

Full details can be found on the Local Offer website.

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

The teaching and learning requirements of all children with SEND is primarily the responsibility of the class teacher with support from their curriculum area (inclusive Quality First Teaching). This reflects the principle that SEND is a whole school issue and a recognised aspect of all curriculum planning. All staff at Wellfield School are expected to teach pupils with SEND.

Head Teacher – Gary Potts, is responsible for:-

• The day to day management of all aspects of the school, this includes the support for children with SEN;
• He will give responsibility to the SENCO and class/subject teachers but is still responsible for ensuring that your child’s needs are met;
• He must make sure that the Governing Body is kept up to date about any issues in the school relating to SEN.

SEND Governor – Mrs Heather Anderson – Mrs Anderson is responsible for:-

• Making sure that the necessary support is made for any child who attends the school who has SEN

Special Educational Needs & Disability Co-ordinator (SENDCO) – The two Assistant SENCOs, are responsible for:-

• Coordinating all the support for children with special educational needs (SEN) and developing the school’s SEN Policy to make sure all children get a consistent, high quality response to meeting their needs in school;

Ensuring that you are:-

• involved in supporting your child’s learning;
• kept informed about the support your child is getting;
• involved in reviewing how they are doing;
• part of planning ahead for them.
• Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapist, Educational Psychology etc.;
• Updating the school’s SEN register (a system for ensuring all the SEN of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs;
• To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN in the school) achieve the best possible progress in school.

Assistant SENDCOs
Lower School (Years 7 & 8) – Adele Mutton (Post Graduate Certificate for teaching pupils with Specific Learning Difficulties (Dyslexia).

Upper School (Years 9, 10 & 11) – Sharon Forbes (BA Hons in Supporting Learning in the Classroom who is studying a Masters Degree in Autism).

Progress Leaders:

Anna Garrod
Chantelle Cowley
Stephanie Bishop
Ivy Duffield

Head of Learning / Tutors / Subject Teachers

They are responsible for:-

• Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary;
• Using Individual Learning Plans (ILP) as appropriate when planning for your child’s lessons;
• Ensuring that all staff working with your child in school are supported to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources;
• Ensuring that the school’s SEN and Literacy Policy is followed in their classroom and for all the pupils they teach with any SEN.