|Assistant Head (Inclusion)||Nicola Green|
|Acting SENCo||Wendy Thomas|
|Deputy SENCo||Kate Archer|
|Assistant to SENCo||Cath Hurrell|
|SENCo Governor||Clare Gregg|
SEND At Teddington School
At Teddington School, we have an inclusive approach which supports all students to be able to engage in their learning and all other aspects of school life, irrespective of their needs.
Differentiation and assessment is embedded in our curriculum and practice, with reasonable adjustments being made to teaching approaches and resources to enable all learners to access the curriculum and beyond
Special Educational Needs and Disabilities (often referred to as ‘SEN’ or ‘SEND’) is a term used to describe learning difficulties or disabilities that make it harder for a child to learn compared to children of the same age.
All children may experience challenges with their learning at some point and for most children, these difficulties can be overcome with support from school and home. However, children with SEND are likely to need extra or different help to be able to learn.
Special education is any educational or training provision which is extra to or different from what is needed by other children or young people the same age.
Some children may have SEND because of a medical condition or disability, while other children may have SEND without a diagnosis or disability.
There are four areas of need outlined in the SEND Code of Practice. Students may have difficulties in one or more of these areas:
- Communication and Interaction – this includes students who have speech, language and communication difficulties, slower processing difficulties and includes students with Autism Spectrum Conditions (ASC), also known as Autistic Spectrum Disorder (ASD).
- Cognition and Learning - students who have general learning difficulties or specific learning difficulties, such as Dyslexia, Dyspraxia and Dyscalculia.
- Physical and Sensory – students with visual and/or hearing impairments, or a physical need that can give rise to difficulties in accessing learning without appropriate support and equipment. A student may have difficulties with sensory processing, being under or over-sensitive or have difficulties with fine or gross motor skills.
- Social, Emotional and Mental Health - A student may display behaviours such as having very low self-esteem or being very anxious. They may display challenging, disruptive or distressing behaviours or have difficulty in managing their relationships with other people. They may appear withdrawn or behave in ways that may hinder theirs and other student’s learning and/or have an impact on their health and wellbeing. Some students may have diagnosis such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) or Attachment Disorder (AD).
What can we offer?
All staff within the SEND Department have had training on a variety of topics that affect children with special educational needs. These staff lead on training all members of staff to develop inclusion at Teddington School. The SEND team have expertise in a variety of areas.
We aim to ensure that all staff working with learners who have SEND have a working knowledge of the difficulty in order to support children access the curriculum. The SEND team supports, and where appropriate, arranges training to provide teachers with appropriate strategies and practices to enable all children to engage and learn.
The SEND team acknowledge that part of our staff training will come from listening to, and working closely with families and listening to students, valuing their input in regular review meetings to keep our information sharing about learners up to date.
The APDR Cycle (Assess, Plan, Do, Review)
At Teddington School, all SEND students are allocated a keyworker. Keyworkers work closely with students to follow a four-part cycle called the Assess, Plan, Do, Review (APDR) Cycle. The APDR cycle is key to the graduated response to special educational needs laid out in the SEND Code of Practice. The approach is essential to successful work with children with special educational needs. Through this cycle, targets are set, and actions are reviewed and refined, as an understanding of a student’s needs, and the support required to help them secure good outcomes increases.
If families would like further details regarding the APDR cycle, please contact Cath Hurrell in the first instance.
Identifying and Helping Students with SEND
Teachers regularly assess pupils and track progress and if quality first teaching has not enabled the pupil to make sufficient progress, the school will use the Achieving For Children’s (Richmond Local Authority) guidance. This is written for schools and settings (including Early Years settings and Post-16 colleges) to help them to identify:
- A child or young person’s special educational needs
- What level of support they are expected to offer
- How to arrange and monitor the support given
Once the needs have been identified, the school works with families, the child and external agencies where relevant to put together a support plan.
We encourage all new prospective students and families to visit the school before starting and to visit a variety of schools, to ensure a balanced perspective. We work closely with primary schools and families to ensure a smooth transition to ensure specific needs can be well met.
Children with SEND are allocated places in line with our admissions policy. If a child has an EHCP, a place will be offered, unless it would significantly affect the education of the child or others, and where there are no reasonable adjustments that can be made to prevent this.
Post 16 Transition
We begin to prepare students for transition into the next stage of their education or training in a number of ways, including their choices for GCSE and vocational courses, with adviser support and via the tailored tutor programme for all students.
To read further information about the support provided by the Teddington school, including our SEND policy, click the link below:
Who should I contact?
Should you have any enquiries regarding SEND at Teddington School, please email Cath Hurrell in the first instance.