Additional Support (SEND)
For further information please contact the SENDCo: Jess King
We support our students with SEND through the SEND Code of Practice (2015)
- Make high quality provision that meets the needs of children and young people with SEND
- Improve short and long term outcomes for children and young people with SEND
- Communicate sensitively, appropriately and effectively with parents, children and young people with SEND, engendering trust, confidence, respect and constructive partnership working
- Manage resources for SEND through a transparent approach that is fair, meets the needs of children and young people with SEND and achieves best value for money
- Work proactively and collaboratively to improve SEND provision
Additional Support Assessments
When a student starts at Chessbrook there is an Assessment and Induction Programme to ensure that their needs are met as soon as they start. The student will be assessed during their first half term through Cognitive Ability Tests, reading, spelling, comprehension, writing and maths tests. If a student is identified as being below age- related with regards to national expectations, they will receive additional assessments as well as small group or individualised support. Prior school assessments and information as well as subject teacher assessments ensure that the SEN team at CESC are informed and therefore differentiate support for a student.
The SEND Department works in partnership with parents/carers and are available for meetings and telephone and email conversations. We utilise information from the student’s previous setting regarding SEND and this is shared with and agreed with the parent/carer and student. The SENDCo will meet with the student and parent/carer to discuss SEND support team for the young person.
Progress is monitored and impact reviewed by the SEN department using the Assess/Plan/Do/Review cycle as stated in the SEND Code of Practice (2015) . This is shared with relevant staff and subject teachers. Students may be also assessed to determine whether they will qualify to receive Access arrangements. This is to provide them with appropriate support in Key Stage 4 exams.
Subject teachers assess student progress every half term and where needed will work with the SEND team to identify students not making relevant progress. The SEND Team will support the subject teacher in lessons, withdraw students for 1:1 support or teach small groups as determined by identification of need. The student and the parent/carer are kept informed throughout the intervention process by regular meetings and correspondence.
If a concern persists regarding a student’s lack of progress, a meeting will be held with parents/carers to discuss the concerns and decide together what actions would be most appropriate to support the student. Parent/carer and student voice is valued and listened to. Actions might include an individual tailored programme to support the need, the use of Learning Support Assistants within the lesson and requesting specialist external agency support for further advice where needed.