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Special Educational Needs and Disability

Special Educational Needs and Disability
The SEND Team works closely with the Pastoral Team to ensure that the needs of all the students are met. We recognise that at some point during their learning experience, some students may find they need a helping hand to support them on their journey. This support could take many different forms, and we assist students with a variety of needs:
Communication and interaction, for example, autistic spectrum disorder, speech and language difficulties
Cognition and learning, for example, dyslexia, dyspraxia
Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD)
Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
Moderate learning difficulties
Students working consistently in the top of their year group in a subject
Our team consists of our SENDCo, Fiona and our three learning support assistants, Ghislaine, Beth and Lotta who work with specific students on a one to one basis and can offer further support in class and in small groups.
We aim to “create a learning environment where young people have the freedom, confidence and support to enjoy learning and achieve the very best they can.” (TPS Aims and Objectives)
We understand that every student has a unique set of needs and strengths. We use assessment to develop a programme of support and make adjustments to our learning provision in order to allow the student to access the curriculum fully and with confidence and to be challenged appropriately.
Students are able to meet and where possible exceed their targets through small group booster sessions and classroom support. For a nominal fee, students can also receive one to one support to follow specific programmes and interventions. These actions can help students to achieve to the best of their ability and reach their full potential. We will differentiate our curriculum and teaching to ensure all student needs are met and where appropriate, a student’s timetable can be reduced for a short period of time to help them manage workload.
At times further investigation is required and we can then arrange for an Educational Psychologist or Qualified Assessor to meet with the student and make an assessment. We work with both parents and students to maintain continuity and regularly review the provision put in place. Where necessary, we can also assess and advise for support during exams such as; extra time, reader or scribe.
Provision stated in Educational, Health and Care plans (EHCPs) is delivered and reviewed on a yearly basis. If a student comes into school with an EHCP, where possible, our SENDCo will visit the student in their previous setting and liaise with parents to ensure we can meet the student’s needs fully and facilitate a smooth transition. Where funding is allocated we will offer one to one support to ensure the needs of the student are met.
In all cases where a need is identified, regular updates will be given to all staff to inform of the student’s strengths and difficulties and offer recommendations and strategies to support them in the classroom.
As our students prepare to leave Totnes Progressive School and move on to their next setting, links are forged with the relevant SEND departments and the transition process is carefully monitored. Our students with EHCPs are advised by Careers South West and full support is given to assist them in their next steps.
For more information regarding our SEND provisions, please email fiona@top-school.co.uk

SEND Information Report

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