SEND & Inclusion

Assess

We foster close links with feeder schools, and liaise carefully about every student coming to Prince William School. The SENDCo visits each school in the summer term, meeting individuals and discussing transfer arrangements. Some individual students are invited to visit Prince William School prior to New Intake Day in order to familiarise themselves with the school and ease their transfer. The SENDCo, the SEND staff and the Pastoral Team liaise together to discuss individuals and prepare confidential lists of special needs for the information of all teaching staff.

For students joining the school into year groups other than year 7, or coming from schools not in our cluster, staff gather similar information from their previous school by phone and email.

Identification of need is also assessed using a range of base line assessments such as baseline assessments when students start at PWS, end of Key Stage tests (SATs), progress data from the teachers and individual assessments carried out by the SEN team.

Referrals for support from the SEND team can be made by teachers, parents/carers or students.

Support may also be put in place in response to a student’s diagnosis of need.

Plan

Teachers will identify barriers to learning by reading information provided about individual students, discussion with the students themselves and discussion with parents/carers when necessary.

Do

It is our policy that, as far as possible, support for students should be to address individual needs and be delivered within the mainstream classroom. For most students, Quality First Teaching addresses individual needs, and teachers are trained to meet needs through differentiated teaching.

Review

The school monitors the progress of all students through the analysis of academic progress data, attendance data and behaviour data.  This information, coupled with information gleaned from parent evenings where relevant, enables the school to re-assess each student’s needs and make decisions about whether to continue current provision or to move on to stage 2 support.

Assess

For some students assessments and referrals may reveal a higher level of need and the SENDCo will coordinate further assessment to establish the level of need.

Plan

For these students, the SENDCo will identify and plan the support necessary for each student.

Do

A few students may be withdrawn from some lessons for a specific, limited time in order to access support such as Accelerated Reader, Star Maths, and Nurture.

Some students may be supported by Teaching Assistants working alongside them in class, helping to differentiate work and advising on the needs of individual students.

Some students may be able to use The Hub to support their mental health and wellbeing, and improve attendance.

Some students will be provided with support from a range of other interventions and strategies.

Each student has an Edukey Pupil Passport and staff use the targets and strategies on this to inform planning.

Requests for outside professional support is made by the SENDCo in accordance with the Code of Practice (2015).

Review

Students receiving SEND support are monitored using a secure database and their targets and progress towards those targets are monitored and reviewed termly.

Assess

The SENDCo will use external expert advice to assess and diagnose need for a small number of students with higher needs.  Requests for outside professional support is made by the SENDCo in accordance with the Code of Practice (2015).

Plan

The SENDCo will meet with the students, their parents/carers, and relevant external advisors to develop an individual plan for all students with High Needs or an Educational & Health Care Plan. 

Pupil Passports and Learning Plans are then accessible on Edukey and staff use these to inform planning and offer support to each individual.

Do

A variety of support strategies may be used, according to the needs and barriers to learning identified in the planning stage.

Only in exceptional circumstances will students be exempt from the National Curriculum.

Close and regular links with outside agencies, medical staff and other professionals

Review

High Needs students and students with an EHCP are monitored using a secure database and their targets and progress towards those targets are monitored by the SENDCo in meetings involving the parents/cares and external advisors regularly.