The re-development of provision for learners who have high needs/SEN has been highly successful in the last few years with over 180 full time high needs learners each year. The introduction of work placements and greater independence training have provided young people attending the College with opportunities to ensure successful progression into adulthood.
Heart of Worcestershire College has an ambitious drive towards ensuring provision for learners with disabilities takes centre stage in its development of learning opportunities. This has resulted in excellent outcomes for learners resulting in meaningful impact for their lives and work.
For many years Harrington nursery school has been recognised by the local authority as an outstanding provider for children with additional needs. We are a mainstream nursery that puts the children at the heart of everything we do.
Our SEND Manager not only works closely within our federation, but also visits other local primary schools during the year to build relationships with children who are likely to be moving to us in year 7. She attends review meetings for these children and begins communication with their parents from year 5 onwards. We now have a really effective working relationship with other local SENCOs and Headteachers.
A child, by May of Reception year, started to show aggression due to expectations being raised. He would attack staff with items and led to one member of staff going on long term sick leave due to injury. Steps included a reduced timetable from 1 hour with support from behaviour services.
This intervention class was created shortly after we became an academy. We had a group of children that were making minimal progress. Reports from external agencies, mainly the EP, were suggesting the child needed a differentiated curriculum to meet their needs and understanding.
The proportion of children with SEND at our school was ore than double the national average and the complexity of the needs was also significant. As a board of governors, we considered appointing an Assistant SENCO to support the day-to-day work the SENCO. This a role description that can be used by school leadership teams or boards of governors who are considering appointing an Assistant SENCO.
The class was created for the wellbeing of the children. The expectation was that the children would be accessing the curriculum through highly differentiated activities that would build on social and emotional skills as well as progress academically.
This project focuses on the theory of attachment and how appropriate attachments and expressive language may be developed in pupils with Emotional, Social and Behavioural Difficulties through structure collaborative play in the special school environment.