SEND

In This Section…

Inclusion and Intervention Team

Our role is to identify and assess students with special educational needs and disabilities, to support students with learning difficulties and to advise teachers in the best ways to meet students needs.

We currently cater for students with a wide variety of learning differences, together with physical and sensory needs, social, emotional and mental health issues.

Inclusion and Intervention are based in T Block which was purpose built and includes a personal care suite, an Achievement Centre, a low sensory room for ASD students as well as several classrooms for small group interventions.

Although all teachers are teachers of students with Special Educational Needs and Disability you may need to have contact with members of staff who will be particularly concerned with helping your child. Learning and Progress Assistants do not work with one child, as often happens in Primary School and their roles are varied for example in-class support, working with small groups or individuals, mentoring, physiotherapy, personal care and transporting. Each child with Special Educational Needs and Disabilities (S.E.N.D) has a key worker, normally a member of the Student Support Team, who is responsible for overseeing the overall provision for that child.

 

How students with special needs are identified

The school regards a child as having special education needs and disabilities if they “have a learning difficulty which calls for special educational provision to be made for them”. Children have a learning difficulty if they “have a significantly greater difficulty in learning than the majority of children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools or post-16 institutions within the area of the local education authority”. – (Taken from the code of Practice 2014)

Difficulties may involve:

  • cognition and learning
  • social, emotional and mental health
  • sensory and physical
  • communication and interaction

 

It is therefore likely that up to 20% of student will have special needs at some time in their school career.

 

What information do we use to assess students’ educational needs?

  • Information from feeder schools
  • Parent’s views
  • Student’s views
  • Subject Teacher Comments
  • Tutor Comments
  • Outside Agencies Comments
  • School Assessments
  • Diagnostic Assessments

 

We work closely with local primary schools so we are aware of students who have had difficulties in the past. The school also monitors students regularly and identify any issues or difficulties.

 

Parent contact with school

Members of Inclusion and Intervention are available at Y7-Y11 parents’ evenings. 

There is a member of the Inclusion & Intervention team available at the New Intake Parents Evening who is happy to discuss any concerns about the transition from Primary to Secondary education.

Annual Reviews will be held for students with a Statement of Special Educational Needs or an Educational Healthcare Plan. Parents are invited into the school to discuss their child’s provision with the key worker and, if relevant, other external agencies.

Derbyshire Information Advice & Support Service for SEND (DIASS) previously (Parent Partnership) is an independent service which provides support and advice for parents/carers of children and young people with Special Educational Needs and Disabilities. Phone No.: 01629 533668 or email iasiservice@derbyshire.gov.uk.

If you have any concerns, please contact your Child’s Tutor or Achievement Leader first. However, the SENDCO, Mrs Saunders (rachaelsaunders@heanorgatespencer.com), and members of the team are available. If possible, write, e-mail or phone to make an appointment, or leave a message and you will be contacted as soon as possible.

 

Support & Information Websites

 

Documents