Special Educational Needs & DisabilitiesThomas Tallis is a comprehensive, inclusive school. Students have a wide range of abilities and skill-sets, and we celebrate the achievements and progress of all. We make every effort to meet the needs of students who require additional support with their academic or social development and are proud of our reputation for successful SEND provision.
The SEND Code of Practice (2014), Children and Families Act (2014), Equality Act (2010) and advice for schools DfE (2013) inform our practice at Thomas Tallis for students with special educational needs and disabilities. We fully recognise our legal responsibility regarding the education of children with special educational needs and follow set procedures for assessment, target setting, provision and review of progress. The school’s SEND policy directs the work of all staff working at Thomas Tallis ensuring all students are fully included in the life of the school and are supported to achieve their potential. Identification and assessment of students with special educational needs: The school has procedures for identifying and assessing students with special educational needs and investigating any under-achievement. These tracking procedures build upon the information and support provided from parents, external agencies and primary schools and continue throughout Key Stages 3, 4 and 5. Provision:
All teachers and support staff are made aware of the students’ individual special educational needs and are provided with recommended strategies to enable students to access the curriculum. Students with Statements/EHCPs receive their required support, as per their entitlement. Some students who have special educational needs but do not have a Statement or EHCP will receive additional support from an Education Assistant (EA) or Individual Support Assistant (ISA) and/or by participating in the interventions outlined below. These students are in our ‘Targeted’ category and, like students with Statements/EHCPs, have a Student Profile and Independent Learning Plan - both documents are reviewed termly with the student. Our focus in on knowing the student as an individual and providing him/her with appropriate, tailored support. |
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Monitoring and record keeping:
The SENCO is responsible for all SEND records. The SENCO and Inclusion Officers monitor the progress of students, recording and evaluating the impact of any additional support. Teachers, support staff, students, parents/carers and external agencies can all contribute to target-setting and review processes.
The use of outside support services and agencies:
Thomas Tallis is fortunate to have excellent resources to support the high number of students with special educational needs and disabilities. This includes highly specialised, experienced teaching and support staff, as well as support delivered in school from visiting SEND professionals such as Educational Psychologists, CAMHS, Occupational Therapists, Speech and Language Therapists, ASD Outreach, Sensory Services, Physiotherapists and STEPS. Our strong relationships with our external agencies reflect the importance with which the school views support for SEND; every effort is made to ensure we are a successful and inclusive school.
Inclusion Curriculum:
At Key Stage 3 we have Inclusion sets in English and Maths for students we have identified as likely to benefit from a differentiated curriculum taught by an Inclusion specialist teacher with a focus on literacy development in a small group environment. Students are identified from KS2 data, information from parents/carers and guidance from primary school staff. Inclusion sets are taught at the same time as the ‘mainstream’ timetable to minimise the difference between the two curriculums and to facilitate movement between sets. A review of student progress takes place each half-term to ensure all students are motivated to achieve and can be moved up to a large, mixed ability class as soon as they are ready. Teachers liaise with one another to share best practice and jointly evaluate progress.
All Inclusion teachers have a specialist background in the teaching of core subjects and have been graded as ‘good’ or ‘outstanding’. All Inclusion teachers are specialising in one or more of the additional needs areas: ASD; Speech, Language and Communication; Social, Emotional and Mental Health; Dyslexia and literacy difficulties.
Speech and Language Groups:
Some of our students need extra help in developing the basic use of the written word, as well as learning how to speak clearly and communicate their thoughts. Our interventions are delivered either on a 1:1 basis or within a small group and are guided by our Speech and Language therapists (Laura Rigby and Olwen Morgan).
Social Skills Groups:
Social Skills Groups are run by EAs/ISAs experienced in encouraging the social development of our students. The sessions involve group activities that provide students with the opportunity to interact positively with their peers in a supportive, structured setting.
Reading Interventions:
We provide additional support for students identified as needing extra assistance in achieving their chronological age in reading and writing. EAs/ISAs deliver a variety of programmes (Toe-by-Toe, phonics, Rapid Plus, 1:1 or small group reading) depending on which method is best suited to the individual student.
Travel Safe:
‘TravelSafe’ is a travel awareness programme focused on developing students’ skills and confidence with road safety and use of public transport. Group activities include short trips out of school.
Calm Club:
Calm Club is our daily lunchtime provision for any student who requires support at unstructured times of the day. It is a quiet, indoor space for students to eat their lunch and then choose to participate in any of the following activities: arts and crafts, jigsaws, board games, conversation or reading, with a film on Fridays. The group is supervised EAs/ISAs who encourage students to develop their confidence and their social skills. Many friendships are built here!
Homework Club:
Homework Club is open to all students from 3.15-4pm every day. Students have access to computers if required and EAs/ISAs are on hand to help any students if needed. Many students benefit from having this structured time and space to complete their homework.
Learning Support Unit:
The Learning Support Unit provides a nurturing environment for students who are experiencing emotional, social or mental health difficulties. Our job is to help the students:
Where interventions involve withdrawal from a lesson or registration time every effort is made to ensure minimal disruption to learning. Interventions are planned and reviewed on a half-termly basis. We will always contact parents/carers to inform them of any changes to their child’s timetable and are very willing to discuss and review any of our practice.
If you have any queries about SEND at Thomas Tallis please contact Emily Robertson, SENCO.
The SENCO is responsible for all SEND records. The SENCO and Inclusion Officers monitor the progress of students, recording and evaluating the impact of any additional support. Teachers, support staff, students, parents/carers and external agencies can all contribute to target-setting and review processes.
The use of outside support services and agencies:
Thomas Tallis is fortunate to have excellent resources to support the high number of students with special educational needs and disabilities. This includes highly specialised, experienced teaching and support staff, as well as support delivered in school from visiting SEND professionals such as Educational Psychologists, CAMHS, Occupational Therapists, Speech and Language Therapists, ASD Outreach, Sensory Services, Physiotherapists and STEPS. Our strong relationships with our external agencies reflect the importance with which the school views support for SEND; every effort is made to ensure we are a successful and inclusive school.
Inclusion Curriculum:
At Key Stage 3 we have Inclusion sets in English and Maths for students we have identified as likely to benefit from a differentiated curriculum taught by an Inclusion specialist teacher with a focus on literacy development in a small group environment. Students are identified from KS2 data, information from parents/carers and guidance from primary school staff. Inclusion sets are taught at the same time as the ‘mainstream’ timetable to minimise the difference between the two curriculums and to facilitate movement between sets. A review of student progress takes place each half-term to ensure all students are motivated to achieve and can be moved up to a large, mixed ability class as soon as they are ready. Teachers liaise with one another to share best practice and jointly evaluate progress.
All Inclusion teachers have a specialist background in the teaching of core subjects and have been graded as ‘good’ or ‘outstanding’. All Inclusion teachers are specialising in one or more of the additional needs areas: ASD; Speech, Language and Communication; Social, Emotional and Mental Health; Dyslexia and literacy difficulties.
Speech and Language Groups:
Some of our students need extra help in developing the basic use of the written word, as well as learning how to speak clearly and communicate their thoughts. Our interventions are delivered either on a 1:1 basis or within a small group and are guided by our Speech and Language therapists (Laura Rigby and Olwen Morgan).
Social Skills Groups:
Social Skills Groups are run by EAs/ISAs experienced in encouraging the social development of our students. The sessions involve group activities that provide students with the opportunity to interact positively with their peers in a supportive, structured setting.
Reading Interventions:
We provide additional support for students identified as needing extra assistance in achieving their chronological age in reading and writing. EAs/ISAs deliver a variety of programmes (Toe-by-Toe, phonics, Rapid Plus, 1:1 or small group reading) depending on which method is best suited to the individual student.
Travel Safe:
‘TravelSafe’ is a travel awareness programme focused on developing students’ skills and confidence with road safety and use of public transport. Group activities include short trips out of school.
Calm Club:
Calm Club is our daily lunchtime provision for any student who requires support at unstructured times of the day. It is a quiet, indoor space for students to eat their lunch and then choose to participate in any of the following activities: arts and crafts, jigsaws, board games, conversation or reading, with a film on Fridays. The group is supervised EAs/ISAs who encourage students to develop their confidence and their social skills. Many friendships are built here!
Homework Club:
Homework Club is open to all students from 3.15-4pm every day. Students have access to computers if required and EAs/ISAs are on hand to help any students if needed. Many students benefit from having this structured time and space to complete their homework.
Learning Support Unit:
The Learning Support Unit provides a nurturing environment for students who are experiencing emotional, social or mental health difficulties. Our job is to help the students:
- remain engaged with education
- build their confidence and self-esteem
- improve their behaviour and social skills
- improve their attendance
- understand the consequences of their behaviour
Where interventions involve withdrawal from a lesson or registration time every effort is made to ensure minimal disruption to learning. Interventions are planned and reviewed on a half-termly basis. We will always contact parents/carers to inform them of any changes to their child’s timetable and are very willing to discuss and review any of our practice.
If you have any queries about SEND at Thomas Tallis please contact Emily Robertson, SENCO.
