This project was developed to raise the aspirations of our pupils but it doesn’t tell the whole story about our collaborative approach to improving children’s lives. Over the past six years we have developed valued partnerships both within, and outside education; these show that collaboration is 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.
The Council for Disabled Children regularly receives questions from SEND Regional Leads and delegates from the regional SEND workshops on a whole series of issues relating to the SEND reforms and joint commissioning. The joint commissioning bulletins are designed to share the learning from those discussions to a broader audience.
The bulletins have now been published and can be downloaded below.