Our aim at St Alban's is to ensure that the support provision for students with special educational needs gives them effective access to the school curriculum. This support varies on an individual basis but aims to ensure this inclusion, on a needs-led basis. Inclusion may develop from part-time to full-time attendance on transition from primary school or structured time in a Foundation Learning Base. Transition plans are carefully negotiated between schools, parents/carers, students and other professionals. While some students require this more ‘in-depth’ approach, all students are monitored and assessed regularly to ensure access and progress in the curriculum.
The Inclusion department provides student information and advice to teachers and other staff. As well as details of the Year 7 intake in September, SEND records are updated to provide current information concerning years 8 –13.
The deployment of Teaching Assistants is carefully structured to maximise student support and ensure consistency and expertise wherever possible. The team also has to be very flexible to ensure cover for special contingencies.
- Teachers are responsible for planning appropriate differentiation and the effective deployment of Teaching Assistants within their lessons.
- There is a close liaison between the Inclusion team and the Pastoral Staff.
- The TA team meet weekly to discuss student progress and issues are recorded in year books to monitor issues and actions instigated.
The aim of all the SEN staff, working in close liaison with teachers, is to provide opportunities for students to have access to a full school curriculum through appropriate support and guidance, to enhance experience and ensure inclusion in activities for all vulnerable students.
The department also aims to maximise funding by conducting a termly audit for Higher Needs.
The School Information for SEND
This document can be accessed here
Questions about this can be directed to Mrs C Pickard (SENCO) using the following email contact:
KS3 & KS4
There is an emphasis on support in KS3 where students are encouraged to become independent learners. This varies however, and there are students who require closer support because of physical or medical needs. Students should expect help when they need it but be prepared to work alone on tasks when they are working within their abilities. They should expect to be reasonably challenged and aware a Teaching Assistant will not do the work for them but may prompt their thinking
The Teaching Assistant is responsible for supporting learning. The teacher is responsible for behaviour management in the classroom with the Teaching Assistant in support. It is expected that the need for support will diminish as the student moves through KS4 though this may not be true in all cases.
To prevent students being treated less favourably than other students, the learning support may be provided through:
- TA support in class
- Group or individual work with a teacher, an HLTA or an experienced TA
- Access to supervised areas for unstructured times
- Specific software programs for Literacy/Numeracy
- Social Skills activities
- Visual timetables & Equipment Lists,
- Keyworkers or Mentors
- Regular review meetings for specific students
- The identification of specific needs, liaison with outside agencies and professionals:
- Referral, liaison and Transition meetings for IAG
- Access arrangements for exams including monitoring, assessment and the collation of evidence and application for the arrangements.
- Access to alternative means of recording
- Support preparation for those requiring a scribe for exams
- Liaison with Pastoral Managers and meetings with parents/carers
- Annual Review meetings for students with Education, Health & Care Plans. Referrals for EHC Plans or other professional involvement as required
- Risk assessments for students with challenging behaviours/ special extra needs
- Personal Care Team
- Activity Days & other events as required. Involvement in school trips as negotiated with, and funded by departments.
- Liaison with staff and parents
- Access to facilities through the school's buildings such as ramps, lift maintenance and Technology room adjustments.
Students are supported according to their specific needs as identified in an EHC Plan.
Exam access arrangements remain in place as required.
Personal Care is available as required.