Support for Learning at Shire Oak School

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Our aim at Shire Oak School is to do our utmost to reduce any barrier to learning for all our pupils.  

The work we undertake within Learning Support has a high profile within school. Every Child Matters outcomes are key features of our school curriculum ensuring that every pupil is included in the work we do in school.  We are clear that every pupil has a positive contribution to make to our school community.   

The organisation of learning support provision reflects the principles of attainment, equality, partnership and inclusion, under the guidance of the Special Educational Needs (SEN) Code of Practice, which are embedded throughout our school.

As well as providing individual support, our team of Teaching Assistants and Higher Level Teaching Assistants provide support for learning across the curriculum departments to ensure the correct support is provided for each pupil we work with.  Specifically;

• All pupils that have identified barriers to learning keep their entitlement to a curriculum which meets their needs, in line with national curriculum requirements.
• Pupils with barriers to learning will be given equal opportunities to achieve to their potential.
• Parents and carers will be involved at all stages of identification, assessment and reviewing to determine levels of support.
• Planning will involve pupils accessing resources that are appropriate to meet their specific needs.
• Recording and monitoring of pupil progress will take place in line with our school and inclusion policies.
• Appropriate INSET and support will be offered to all staff to increase their effectiveness in this area and to assist in the recognition of whole staff responsibility.
• Pupils will be involved in all processes appropriate to their age and understanding.
• Shire Oak School will welcome pupils of all abilities, backgrounds and with any special needs which can be met within a mainstream school.  

Leadership and Management

The whole school community is committed to meeting the needs of all pupils as part of its drive towards school improvement, and as a reflection of its support for individual students.

The Governors will:-

• Ensure compliance with all statutory requirements.
  
• Appoint a Governor with specific responsibility for SEN to liase with school staff – currently Mrs. F Smith.

The Special Education Needs Coordinator (SENCo) will:-

• Ensure the production, implementation and regular review of a Learning Support (SEN) Policy.
  
• Ensure the production of information for all parties i.e. governors, staff and parents.
• Oversee appropriate staff development and training to meet the needs of all pupils.
• Ensure that staffs with specific responsibility for learning support planning and provision are accountable.

Procedures

Shire Oak School has in place a rigorous structure to obtain the maximum amount of information to assist with the transition of pupils from Year 6 to 7.

How do we use information?

• Such data will influence placement in form groups, deployment of Teaching Assistants, advice and support to staff, liaising with external agencies.

• On joining our school pupils undertake a baseline assessment, followed by regular progress assessments to determine if any pupils need support who were not previously identified.

• Once specific educational needs have been identified our pupil will be supported by our Learning Support team via a graduated response through pupil/parental involvement, Individual Education Plans (IEP’s) reviews and reporting systems.

• Form tutors and subject teachers have particular responsibilities for raising concerns about pupils to trigger the referral process for pupil learning support.

• Pupils whose difficulties have a significant behavioural component will be taken through the school action stage of the Code of Practice via the pastoral system supported by the school's established interventions programmes.

• All pupils with any barriers to learning are assessed and monitored in line with school policy, but are subject to additional scrutiny via IEP’s and review meetings to pupils are accessing the curriculum. All pupils with an SEN have access to careers education, via a Connexions personal advisor and transition planning for post-16 opportunities.

Criteria for Evaluation of Learning Support

• Pupil data – reading ages, progress reports.

• Increased confidence and personal organisation reported through personal interviews.

• Feedback from staff, pupils and parents.

• Percentage of targets met in IEP reviews.

• Assessment data -  value added for pupils on the SEN register.

• Numbers of pupils moving between school action and school action plus.

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