Special Educational Needs

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Special Educational Needs co-ordinator (SENCO): Mr S Reain-Adair,  Deputy Special Educational Needs co-ordinator (DSENCO): Mrs P Huntley
Teaching staff:  Mrs A McKay, Miss N Fennell
Classroom Assistants:  Mrs A Annett,  Miss J Chestnutt,  Mr N Devlin,  Miss C McAnespie,  Mrs G Polly,  Mr J Shortt,  Miss L Hanna,  Miss A Carson, Mr G Aiken and Mrs A Graham

Vision and aims:

We believe that ‘All pupils matter’

We endeavour to make sure that every opportunity is given to all our pupils who present with SEN, enabling them to reach their full potential while working towards independence. High and realistic expectations are necessary for our pupils to achieve.

Our Aims

1. To ensure full entitlement and access for SEN pupils to high quality education within a broad, balanced and relevant curriculum (including access to the Northern Ireland Curriculum) so that they can reach their full potential and enhance their self‐esteem.
2. To educate pupils with SEN, wherever possible, alongside their peers with similar abilities, within the mainstream Northern Ireland Curriculum, after giving due consideration to the necessity to meet individual needs.
3. To identify and assess pupils with SEN as early and thoroughly as is possible and necessary and to fully involve pupils, parents and staff in the identification, assessment and delivery of SEN.
4. To strive for close co‐operation between all agencies concerned and for a multi‐disciplinary approach to the resolution of pertinent issues.
5. To meet the needs of all pupils who have SEN by offering continual and appropriate forms of Educational provision by the most efficient use of all available resources.

SEN Support: 

The SENCO and DSENCO are responsible for the co-ordination of SEN provision. Some of the responsibilities of the SENCO/DSENCO include: liaise with outside agencies, share strategies and suitable resources with teaching staff, organise and provide training for teachers, collate and gather information about pupils’ progress, contribute to and monitor individual education plans, arrange suitable multi-disciplinary approaches for SEN pupils as well as responding to requests for advice from teaching staff.

Classroom assistants will assist in the teaching and learning of our SEN pupils, minimising barriers to learning. Good practice includes – assisting in developing independence of the pupil, monitoring pupils’ progress, promotion of self-esteem and emotional wellbeing, as well as facilitating classroom learning. 

We have specialist SEN teachers who deliver the curriculum at Key Stage 3 for our SEN pupils. One teacher teaching core subjects helps to ease the transition in to secondary school, especially for some pupils who may be anxious or concerned about their transition. Pupils will have a consistent approach, yet still enjoy the new & practical subjects in other areas of the school. A smaller class of pupils with similar abilities does work well. The specialist teacher delivers across a number of the key subject areas with the emphasis being developing literacy and numeracy skills and promoting self-esteem and well-being. Working with the same teacher allows for a developing relationship and effective differentiation of activities, suited to the individual abilities and needs of the pupils. This naturally allows for an ease of transition from Primary school to post- primary and helps pupils settle in and feel secure.

Reading support – Those pupils who require additional literacy support can benefit from individual, as well as group withdrawal. Provision includes: working with numbers, working memory, visual aids, High frequency words, Accelerated Reader Programme.

Key Stage 3, 4, and 5

Pupils who present with SEN – Additional Support :

1:  In class support system put in place by individual classroom teachers
2.  Literacy/Numeracy  and Behavioural individual education plans
3.  Access Arrangements (where applicable)
4.  Outside agency support (where applicable/available)- (Educational Psychology, CAMHS, EA advisors, Ardmore Behaviour Support)
5.  Differentiation within the classroom, teaching strategies to complement pupils’ individual learning styles-specialist SEN teachers who teach pupils in smaller class setting-focusing on developing literacy and numeracy skills
6.  Weekly Literacy Support in small group setting
7.  Coping strategies
8.  Assistive technology (ICT support)
9.  Time out cards/ De-escalation strategies/ tools
10. Counselling