All students with special educational needs, whether physical, intellectual, social or emotional, should, wherever possible, be integrated in mainstream school having access to appropriate educational provision to allow them to experience a broad and balanced curriculum.
It is intended that such provision should enable them to fulfil their potential. We recognise that many students will have Special Educational Needs at some time during their school life. As a school we follow the SEND Code of Practice.
All students with SEND are taught a full range of subjects by teachers with training and experience of adapting lessons to make them accessible, but appropriately challenging, for all students. Students have access to all aspects of the curriculum unless otherwise stated in a published EHC plan. The quality of every teacher’s provision for students with SEND is observed, monitored and challenged as part of the Manshead quality assurance processes and the teachers’ annual performance management arrangements. Manshead provides regular training throughout the year to support teachers in addressing specific SEND ensuring that students receive ‘quality first teaching’.
Teaching Assistants provide additional support in the classroom to help students access the curriculum. Special Access Arrangements may be put in place for examinations. Targeted students may access additional learning opportunities, our aim is to encourage and prepare all students to become independent learners.
Aims of SEND:
- SEND is viewed by staff as a whole school responsibility.
- To ensure that all students have access to a broad and balanced curriculum.
- To provide an environment that encourages learning and promotes student confidence.
- To provide a differentiated curriculum appropriate to the individual’s needs and ability.
- To ensure the identification of all students requiring SEND provision as early as possible in their school career.
- Students identified as having SEND are fully supported in a variety of ways.
- Students with SEND to take as full a part as possible in all school activities.
- Parents of students with SEND to be kept fully informed of their child’s progress and attainment.
- Students with DSEN are involved, where practicable, in decisions affecting their future DSEN provision.
At Manshead School we evaluate the effectiveness of the provision made for students with SEND in the following ways:
- Role of the SENCo in Assess / Plan / Do / Review
- Arrangements for monitoring individual progress
- Review meetings
- Responses to concerns re: progress
- Regular assessment arrangements – Reading Age Tests etc.
- Provision Maps
- Confirmation assessments for access arrangements
- Recording all interventions and outcomes
- Monitoring impact of specialist intervention programmes
- Monitoring staff deployment
- Comparison with national data
Our SEND policy is published in the Policies section of this website.
SEND Parent & Young Person Partnership Service
Below are PDF copies of current advice and information leaflets published by the Partnership Service.
There is also more information on the Partnership Service website at: