Special Education Needs and Disabilities (SEND)
SENDCo: Wendy Woodstock
At Lipson Co-operative Academy we aim to ensure that students with special educational needs are given every opportunity to experience success, achievement and fulfilment in their work. We aim to provide educational, emotional and technical support in a positive learning environment and ultimately provide an inclusive education for students
Lipson is a co-operative school whose learners, teachers and parents believe in a value driven education. Our teachers and students are innovative and confident, caring, socially responsible, happy and successful. We are committed to offering an education to ensure the best possible progress for all of our students whatever their needs or abilities.
Every teacher is responsible and accountable for all students in their class; every teacher is a teacher of Special Education Needs (SEN), providing all children with realistic learning goals in a broad-based, appropriate curriculum and suitably scaffolded work, as well as stretch and challenge in the classroom.
At Lipson you become part of a family, not just a school, where everyone is valued as an individual and where everyone works together to make a worthwhile contribution to the local community.
Lipson Co-operative Academy aims to meet the educational needs of students with SEN including those with Education Health and Care Plan (EHCP). Lipson Co-operative Academy’s SEN processes reflect the SEN Code of Practice 2014, where a graduated response to supporting the student’s needs is identified. Lipson Co-operative Academy may undertake early intervention in order to support students with any difficulties they may be experiencing; the aim is to support students to develop independence as they progress through the academy, helping them to prepare for life beyond Lipson.
We therefore intend . . .
- To have regard to the SEN Code of Practice 2014 on the identification and assessment of special educational needs
- To follow the guidelines laid down by Local Education Authority and make full use of all the support agencies that have been made available through the LA.
- To work in partnership with the child, parent/carers, all staff, governors and outside agencies.
- That class teachers will use a range of differentiation to provide effective learning opportunities for all pupils.
- Where a child is identified as not making adequate progress, provision that is additional to or different from that provided as part of the school’s Wave 1 support will be given. Depending on pupil progress students will receive an increased level of support based the SEN graduated response.
- To recognise the importance of early identification through a range of assessment methods.
- Where a child is identified as having special educational needs a ‘Key Pupil Profile’ will be drawn up tailored to each individual child’s needs. Realistic targets will be set and the plans will be reviewed/evaluated regularly and involve the child, parent, teacher and all support services.
- Enhance self-esteem by setting appropriate targets and high aspirations.
- To use a variety of complementary approaches to support the class teacher and child – differentiation, 1-1, group, whole class, within the class or withdrawal when appropriate.
- To include the child within the class, wherever and whenever practicable.
- Endeavour to use all resources appropriately and efficiently.
Key Information For Parents
Who are we?
Wendy Woodstock SENDco
Jo Lincoln - Assistant SENco
Alison Rankin - SEN Admin
Key Workers - Michelle Griffiths & Layla Brown
What can your child access at Lipson?
Students with special educational needs have access to the following;
- Access to the Learning Resources Centre (LRC)
- Shared TA provision in classrooms (1 TA to 4 students approximately)
- The ARC – Achievement Recovery Centre and SEN teaching room
- Assistive technology and differentiated tasks in all lessons
In addition, students are also offered bespoke packages of support based on their needs. These include;
- Literacy small group intervention
- Numeracy small group intervention
- Bespoke Maths and English programmes
- Speech and Language Intervention
- Communication interaction intervention
- Anger management and anxiety intervention.
- Educational Psychologist
- Relate counselling
- Keyworker & Mentoring Support
- Homework support
- Study Cafe
- Dyslexia support and Toe by Toe programme
- Young Devon
For further information relating to SEN please contact our SENCo Wendy Woodstock email@example.com