William Brookes School Communication and Interaction This
policy should be read alongside the Equal Opportunities Policy and
the Accessibility Plan.
Slide 3
William Brookes endeavours to identify, monitor and put
interventions into place to foster student support in the 4 areas
of need: 1.Communication and Interaction; 2.Cognition and Learning
Difficulties; 3.Social, emotional and mental health; 4.Sensory
and/or physical development.
Slide 4
How do teachers know what needs pupils have? It is really
important that the class teacher has all the information at their
fingertips. When they open their register, a column shows next to
the childs name stating whether they have any SEN. It shows T for
teacher support, K for SEN Support and S or ECHP for the highest
levels of support. Individual teachers are then expected to cross
reference this with the SEN list and the one-page profile, which
have more detailed descriptions of a students needs.
Slide 5
This shows part of a (fictional) SEN list. In addition, staff
will know what provision (e.g. spelling groups, social groups,
small-group maths) is available for that child from Sept 2014 to
June 2015, which is when our timetable changes. T
Slide 6
How we adapt our curriculum and learning environment to include
students with support needs in the area of communication and
interaction: We can provide a meet and greet for students who are
anxious or disorganised; Games Club at lunchtime provides a quiet
sanctuary; Movement between lessons can be adapted to alleviate
anxiety due to busy corridors; Visual and coloured timetables can
be provided to provide prompts to students; Social skills groups
can teach friendship skills; Homework Amnesties may be put in
place; We aim to prepare students for any changes in routine; The
use of social stories can help students unpack the social
curriculum of secondary school.
Slide 7
How we identify and assess support needs In the New Code of
Practice, it states: 6.16 Schools should assess each pupils current
skills and levels of attainment on entry, building on information
from previous settings and key stages where appropriate.
Information from primary schools is seen as paramount when
organising support for new Yr 7 pupils, but students adapt to
secondary schools at different rates and it is necessary to keep
flexibility in teaching arrangements until past Christmas.
Slide 8
We also ask our staff and parents to contact us if they feel
that something is preventing a student reach their potential.
Students can also self-refer. SENCO Lesley Ravenscroft,
[email protected] We can purchase specialist
screening from a private speech therapist. We can liaise with our
Primary Mental Health Worker to start the diagnostic process for
conditions such as ASD.
Slide 9
How we review support needs 1)Teachers are asked to make sure
that students make progress appropriate for them using 4 matrix and
tutors, especially are tasked with watching a students flight
path.
Slide 10
What training has been provided for our staff? Anxiety Anger
management Social stories Elklan (language)
Slide 11
Complaints. We hope that you can discuss issues with the SENCO
and come to a mutually-satisfactory conclusion,
[email protected] However, in the event of a dispute
that cannot be thus satisfied, please use the link to our school
complaints procedure on the web site.
Slide 12
There are organisations that will help parents make their way
through the local offer and School SEN Information Reports. Parent
Partnership is a great service. Their web page is at
http://www.parentpartnership-shropshireandtelford.org.uk/ Their
telephone number is 01952 457176. Their email is
[email protected]. We are here to give you help
so that you can feel much more confident in being able to take an
active role in making sure your childs educational needs are being
met. (from their website)
