Slough and Eton Church of England Business and Enterprise College

Schools extended Local Offer response

Special Educational Needs policy

At Slough and Eton Church of England Business and Enterprise College, the individual is nurtured within a strong community environment. Equal importance is placed on academic achievement and personal qualities.

Our aim is to:

• foster a spirit of independence within our students
• provide them with strategies for dealing with their needs in a supportive environment
• give them meaningful access to the National Curriculum.

We will achieve this by:

• eabling every student to experience success
• promoting individual confidence and a positive attitude of resilience
• ensuring that all students, whatever their needs, receive appropriate educational provision through a broad and balanced curriculum that is relevant and suitably differentiated, and that demonstrates coherence and progression in learning
• giving all students equal opportunities to take part in all aspects of the school’s provision, as far as is appropriate, practicable, and compatible with giving regard to health and safety and the efficient education of other students
• identifying, assessing, recording and regularly reviewing students’ progress and needs
• involving students and parent(s)/carer(s) in planning and supporting at all stages of the student’s development
• working collaboratively with students, parent(s)/carer(s), outside agencies and support services including health and social services
• ensuring that the responsibility held by all staff members and governor for SEND  is implemented and maintained
• ensuring high quality teaching is implemented and staff receive suitable training in order for them to meet student’s needs.

We have one Learning Resource Base which caters for students with specific SEND (Speech Language and Communication Needs).

• Check Slough and Eton's full SEND Policy and Information Report. 

Teaching and learning

Provision for students with SEND is a matter for the school as a whole.

Every teacher has the responsibility to:

• support students with SEND
• provide appropriately differentiated learning experiences
• be aware that the students’ needs may be present in different learning situations.

Our SEND provision is underpinned by high quality teaching. All members of staff are responsible for:

• helping to cater to an individual’s SEND and
• following the school’s procedures for identifying, assessing and making provisions to meet those needs.

The school ensures that:

• all students, including those with SEND, know precisely where they are in their learning and development
• decisions are informed by the views of parents/carers and those of students and young people
• we have high ambitions and set stretching targets
• we track individual student progress towards these targets
• we review the additional or different provision which may be in place, using an evidence based approach to evaluate progress and inform planning. 

Identifying and assessing Special Educational Needs

Students and parents are key partners in identifying and assessing SEND. They will be listened to and their opinions valued.

Referrals to the SEND Department can be made by a:

• student
• parent/carer
• member of staff or other professional.

We have a systematic approach to identifying and assessing SEND. Regular meetings between the SEND Department, Heads of Year, Heads of Department and Tutor Teams are held where student progress and wellbeing is discussed.

When a referral is received a variety of data is gathered including:

• teacher assessment
• test results
• attendance records
• information about the student’s level of attainment
• observation notes

A range of professionals are consulted.

The SENCO will:

• analyse the information presented and
• meet with the student and parents/carers

to assess the exact nature and extent of the need.

The formal assessment process may include reports from other professionals such as:

• Educational Psychologists
• Speech and Language Therapists
• Healthcare professionals.

Involving parents and children/young people in planning and reviewing progress

The school believes that:

• a partnership approach is the best way to support child development and
• it is important that parents and students are actively involved in setting and reviewing targets. 

If a student is identified as having SEND, at least twice-yearly IEP (Individual Education Plan) meetings will be held with:

• a member of the SEND Management Team (SENCo, Assistant SENCo or the Head of Learning Resource Base)
• the student
• the family.

If the student has an Education, Health and Care Plan (EHCP) the SENCo, Assistant SENCo or the Head of Learning Resource Base will hold an Annual Review to evaluate the student’s progress towards longer term targets.

Additional support

The support currently available to students attending Slough and Eton Church of England Business and Enterprise College may include:

• differentiated curriculum
• in-class group support
• small group withdrawal
• Counsellor
• Home School Link Worker
• Educational Psychologist advice and assessment
• Speech & Language Therapy
• Support from the Sensory Consortium Service (Teachers of the Deaf and/or Visually Impaired)
• Occupational Therapy sessions
• Life skills groups
• Social skills groups
• ELSA groups
• Homework support sessions
• Student Support Unit.

While much of the support for students with SEND will take place in the classroom, a variety of other support is provided.

• The SENCO, Head of Resource Base and LSAs work collaboratively with other departments to develop schemes of work and differentiated materials to meet the students’ needs.
• Student support staff withdraw some students and small groups for tuition and skill development.
• Support is provided for students taking tests and public examinations according to the published access arrangements of the examinations boards.
• Alternative and integrated curriculum – selected students may be offered appropriate alternative opportunities for practical and vocational learning.

Extra activities

In  addition  to  specific  interventions  we  provide  a  varied programme  of  enrichment  activities.

We believe that education and learning is not limited to the classroom and we provide many opportunities for students extend their learning.  

Full details of the enrichment activities and trips and visits is on Slough and Eton website.

Meeting social and emotional needs of children/young people

At Slough and Eton Church of England Business and Enterprise College, it is recognised that the needs of the whole student must be addressed. This helps the young person to reach their potential.

We have established and embedded:

• pastoral systems
• a Learning Mentor
• a School Counsellor.

These professionals are available to provide additional support and interventions when needed.

In addition to this, we work closely with the Local Authority support services and other community groups. We draw upon their expertise where necessary, including referring students to SEBDOS. 

Students may also be put on a Pastoral Support Plan to assist their needs.

There is also a Student Support Unit that provides targeted support for students with Social, Emotional and Mental Health needs.

Keeping up to date with knowledge and skills

Staff access training programmes run by Slough Local Authority. They are also supported and encouraged to enhance their own professional development in the area of SEND teaching by:

• sharing good practice and
• cascading skills and resources

through discussion, training and formal observation of colleagues.

The SEND Department:

• holds regular meetings and
• regularly observes the teaching and learning of students with SEND

in order to ensure good progress.

Regular peer observations enable LSAs to exchange ideas and resources and to keep abreast of new initiatives.

The SENCO has successfully completed the National Award for SEN Co-ordination.

Transitions

Identification of many students with SEND occurs prior to their arrival at Slough & Eton.

In order to ensure that students with SEND experience a smooth transition from Year 6 to Year 7, the:

• Head of Year 7
• SENCo or the Head of the Resource Base

may visit primary schools following on from a visit from The Transition Coordinator. They liaise closely with staff to:

• identify the needs of students and
• make arrangements for their provision.

Career guidance is provided for students who are transitioning from KS4 to KS5. In addition, Year 11 students with EHCPs receive a PATH meeting (Planning Alternative Tomorrows with Hope) with the Educational Psychologist where short, medium and long term targets are set with the:

• student
• parents/carers
• teachers

in order to meet long term goals.

From Year 9, students with EHCPs also receive support for their:

• Post 16 and
• Post 18

transition. This is to make sure long and short term goals can be set and worked towards.

Helpful contacts

• Mrs Sandhu – SENCO - nsa@slougheton.com
• Mrs J Cowley – Head of the Resource Base - jco@slougheton.com