Special educational needs and disability (SEND) information
We are committed to ensuring that all our students make exceptional rates of progress regardless of their background or ability. We have an experienced and dedicated SEND team who work closely with all staff in school and parents to ensure that children with special educational needs or disabilities reach their potential.
Please see the policies section of our website to view our SEND policy, Accessibility Plan and Local Offer.
If you have any questions or concerns about our SEND provision then please do not hesitate to contact either our SENCO, Gemma Cooper (email@example.com) or our Deputy SENCO, Jen Pitchforth (firstname.lastname@example.org).
The Ewood Centre
The Ewood Centre is a nurture group based in a large multi-purpose classroom. It provides a safe base with a relaxed atmosphere where identified students can come for planned sessions and drop-in support at social times.The Ewood Centre aims to help students feel confident, understood, welcome, relaxed, happy, inspired and valued.
What are our aims?
- To build confidence and self-esteem.
- To build relationships with peers in their classroom.
- To create a safe environment for ourselves and others.
- To show our emotions in an acceptable manner.
- To understand we are responsible for our own behaviour.
- To understand we all make mistakes and it is ok to do so.
- To develop good listening and social skills.
- To enhance life skills.
- To keep on trying, having a go and doing our best.
- To celebrate our achievements.
Why and how will we do this?
In 'feelings' time
- To be more aware of how we feel and how others may feel.
- To feel free to express our opinions to talk openly to the group.
- To learn to listen to others and respond at the appropriate time.
In shared eating
- Learning to share our snacks, offering them to others before ourselves.
- Using good table manners.
- Showing good organisational skills by preparing and clearing away.
- Sampling foods we have never tried before.
- Feeling confident during social chats and sharing news around the table.
In activity time
- To co-operate with each other, to share, to take turns and learn to wait.
- To make friends and socialise through various activities such as role play, baking and problem solving.
- To incorporate the curriculum within our activities such as English, Maths, and Technology.
- To set ourselves goals and recognise our achievements.
The Ewood Centre works towards building strong links between school and home. Mrs Timewell (email@example.com) and Mrs Stiff (firstname.lastname@example.org) are available to discuss the progress being made by individuals and will listen and support any parents with queries or concerns.
Literacy Support Provision
Mrs Taylor is a Literacy Mentor with a background in secondary English teaching and dyslexia tuition. Based in the Ewood Literacy room she provides specialist Key Stage 3 Guided Reading lessons, GCSE English in-class support and dyslexia screening tests. The aim of literacy support provision is to enable students to reach their full potential in English.
In Key Stage 3, guided reading lessons are provided for students who have been identified as needing some extra support to develop their reading comprehension skills. This is in an inclusive and supportive small group setting where students are able to enjoy reading, discussing and developing written responses to a novel.
In Key Stage 4, in-class support is provided for students in their GCSE English lessons. The focus is on supporting students to develop independent reading, note-taking and extended writing skills. Support for students who have exams access arrangements such as scribing, laptop use, or a reader can also be provided. Pre-teaching of some of the Key Stage 4 English curriculum with individual students is available where required. The entry level English course is taught in a small group setting where appropriate.
Individual dyslexia screening tests with Mrs Taylor can be requested by contacting the SEND team. If you need to contact Mrs Taylor directly regarding your child's progress, you can email her on email@example.com.
The Key- Numeracy intervention
Mrs Riley is a part-time teacher in The Key. She provides additional support in maths to pupils in Key Stage 3. She is an experienced teacher, who has previously worked in both secondary and primary settings.
The focus of her role is to identify and close the knowledge gap in maths, aiding pupils in accessing the mainstream maths curriculum. The classes in The Key are delivered in small focus groups of between 3-7 pupils, enabling a bespoke approach to learning for each child.
The focus of lessons will be individual to each pupil, this may include: addressing key numeracy skills; building upon Key Stage 2 learning and pre-teaching concepts.
Pupils may be identified to attend maths intervention in The Key through a variety of ways: Key Stage 2 referrals; year 7 initial baseline assessment; class teacher referral; self-referral and parental referral. The support given in The Key may be long term or termly.
The Key is a supportive and encouraging environment, where pupils feel comfortable and empowered to attempt new skills and build upon their prior learning.