SEN Support is the system by which schools should assess the needs of children, and then provide appropriate support.

 

The system should follow four stages, often referred to as a 'cycle': Assess, Plan, Do, Review. For further information about this cycle, often referred to as the 'graduated approach', see Chapter 6 of the SEND Code of Practice 2015.

 

This cycle should not be considered a single process. There may be more than one cycle at a time, each addressing different areas e.g. literacy, social skills, attention and/or behaviour. After the Review, a second or third cycle might start, each aiming to improve the support for the child.

 

​

SEN process of Assessment

 

The class teacher, tutor, working with the HOY, HOD and SENCo, assess the child's needs through a baseline assessment by which progress will be measured (LUCID/CATS SATs). Schools should also take seriously any concerns raised by parents. The assessment should be reviewed regularly, with specific dates set for the next review.

1. Plan

A plan of additional support is drawn up for a pupil, and logged on Provision mapping and parents MUST be informed.

The school and parents should agree what progress they hope will be made (outcomes), and by what date (deadlines). The areas of difficulty and suggested areas of support will be added/ written and shared with teaching staff.

2. Do

The pupil is given extra support, undertaken under the supervision of the class teacher.

3. Review

Reviewed at Fareham Academy and in line with the Data captures as outlined in the assessment calendar.

 

​

Diagnosing a medical need:

 

It is It is important to note that Fareham Academy cannot provide a medical diagnosis for a child in our care. If you need support with this, please see your general practitioner (GP).

 

Once a special education need and/or disability is identified (whether an historical or emerging need) your child will be placed on our SEND register. This register informs staff of your child’s strengths, areas for development and their SEN needs and the provisions that have been put in place to support them in school to meet their needs. If your child has an EHCP the targets from the plan will be shared with teachers and in some cases an IEP may be completed as a method to secure positive outcomes.

​

​

Communication and Interaction

 

Children and young people with Speech, Language and Communication Needs (SLCN) have difficulties communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with a SLCN is different and their needs may change over time. They may have difficulties with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

​

Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

​

Cognition and Learning

​

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD); where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD); where 98% of children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

​

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

​

What activities or additional support for learning is available to pupils with learning needs?

​

Students who require additional provision beyond high-quality inclusive teaching provided by classroom teachers will receive support to address their needs, subject to resource limitations. Class teachers, subject leaders or progress leaders may be the initial provider of student intervention. Most additional provision provided by the Learning Support team is time limited and subject to adjustment: student needs change over time and it is expected that the level and nature of any need for additional provision would also change. The successful implementation of additional provision should lead to the reduction in the need for such provision in the long term. Additional provision may take many forms, including:

​

• literacy or numeracy intervention during tutor time sessions;

• literacy or number intervention in place of one or more timetabled lessons;

• fine motor skills intervention;

• emotional literacy support;

• peer mentoring;

• access to additional adult support within the classroom;

• access to ICT resources to support learning;

• intervention to support organisation and/or academic engagement.

 

 

Social Emotional Mental Health (SEMH)

 

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder (AD).

 

What is available for the emotional and social development of students with learning needs?

​

All students have access to a pastoral support structure within the school that includes:

​

• their tutor;

• their year leader;

• Pastoral Support staff.

​

For students with special educational needs, there are also opportunities for:

​

• emotional literacy intervention, either individually or part of a small group;

• counselling (subject to a referral);

• buddying;

• behaviour mentoring, both in and out of class;

• An individual plan to be agreed and shared with relevant staff.

​

In a small number of cases, referral to an external support service may be appropriate

 

​

Sensory and or Physical Needs

 

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with visual impairments (VI), hearing impairments (HI) or a multi-

sensory impairments (MSI) will require specialist support and/or equipment to access their learning, or support.

 

Some children and young people with physical disabilities (PD) require additional, ongoing support and equipment to access all opportunities available to their peers.

​

What is available for students with physical or sensory difficulties to access the school?

 

Fareham Academy takes great pride in the efforts put in to minimise any barriers to learning for students with physical or sensory difficulties.

​

Support can be personalised to meet specific individual needs. The school - where possible – will make use of adaptive furniture, as well as audio technology to support students with severe hearing impairments. Pupils who find handwriting or fine motor skills difficult may be offered a laptop to support them in lessons where they are required to write for a prolonged period of time. This is subject to individual pupil needs.

​

Please raise any specific anxieties you may have at your earliest opportunity.

​

​

External Support

​

What additional expertise can be accessed for students with learning needs?

​

Staff at Fareham Academy aim to work effectively with outside agencies (including local authority support services and voluntary organisations) to fully support the achievement of all students. The ability of the school to access the services of outside agencies is subject to change and can be dependent upon both the permission of parents and carers being granted before their involvement can be sought and the referral criteria of the outside agency itself. Such services could include:

​

• Fareham & Gosport Early Help Hub

• Fareham & Gosport Youth Counselling

• Child & Adolescent Mental Health Services (CAMHS);

• the Hampshire & Isle of Wight Educational Psychology Service (HIEPS);

• Specialist Teacher Advisory Service.

​

Many of these services operate a lengthy referral process or waiting list.