Special educational needs and disability

Kenton prides itself on being a fully inclusive school and our motto of 'all different all equal' encompasses everything we do. Therefore, we are committed to a whole school approach to the education of learners with special educational needs (SEN).

 

We aim to ensure that every learner achieves their personal, social, emotional and academic potential in all areas of the curriculum. We recognise that individual learners have a variety of needs, which vary during their school career. We try to take account of such diversity with sufficient variety of provision to enable learners to broaden their learning experiences, to succeed at school, and to achieve high standards of performance – aiming, overall, to enable each learner to realise their full potential.

 

We have prepared a Special Educational Needs and Disability (SEND) Policy and an Accessibility Plan which provide procedures and guidelines that we follow in order for Kenton to be as inclusive as we can possible.

 

 

SEND Information Report

My child has difficulties with Learning & Literacy

This can include:

  • Reading and Spelling

  • Learning new information and concepts

  • Working with Numbers

  • Working memory

  • Confidence

  • Concentration

  • Students may have conditions such as Specific Learning Difficulties, dyslexia, general learning difficulties, AD(H)D, Fragile X, Down Syndrome

 

All students at Kenton can access:

 

  • Quality First Teaching with appropriate differentiation

  • Visual aids to support key vocabulary, concepts and themes

  • Access to assessment for identification of significant needs

  • Dedicated and caring staff who value all students regardless of ability

 

Support for targeted groups of students may include:

 

  • Blocks of 1:1 small group lessons that focus on a range of needs such as literacy, numeracy comprehension and spelling

  • Access to phonics

  • Literacy Toolbox Intervention

  • Reading Plus

  • Catch up Numeracy

  • Where needed, help from an external agency (e.g. Educational Psychologist.)

  • Support from Learning Support Assistants in some lessons if necessary

 

Targeted individual support may include:

  • Use of assisted technology, including tablets and reading pens

  • Tailor made 1:1 sessions focussing on a specific difficulty

  • Where needed, help from an external agency (e.g. Educational Psychologist)

  • External agency advice where needed.Exam Access Arrangements identified.

My child has Sensory and/or Physical needs

This section covers students who have difficulties with:

 

  • Vision

  • Hearing

  • Gross motor co-ordination

  • Fine motor co-ordination

  • Self-organisation for daily living

  • It includes conditions such as Cerebral Palsy, physical injury, Dyspraxia

 

All students at Kenton can access:

 

  • Quality First teaching with appropriate differentiation

  • Visual aids to support key vocabulary, concepts and themes (Communicate in Print)

  • Amplification of sound for aid users through the use of an FM system

  • School adheres to guidelines on physical access

  • Access to assessment for identification of significant needs

  • Dedicated and caring staff who value all students regardless of ability.

  • Trained Sight Guide staff available where necessary

 

Support for targeted groups of students may include:

 

  • Access to assistive technology, software and audio digital books

  • Access to teaching assistant support

  • Specialist equipment and materials, such as visual aids and enlarged adapted resources.

 

Targeted individual support may include:

 

  • Personalised Learning Plans

  • 1:1 outside agency support

  • Specialist equipment and materials, such as visual aids and enlarged adapted sources

  • Access to assistive technology, software and audio digital books

  • Exam Access Arrangements

My child has Speech, Language and Communication Needs (SLCN)

This can include:

 

  • Understanding language

  • Using language

  • Understanding how to communicate socially with other people

  • Understanding relationships

  • Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay

  • Referrals for stammering where necessary

All students at Kenton can access:

 

  • Quality First teaching with appropriate differentiation

  • Visual aids to support key vocabulary, concepts and themes

  • Access to assessment for identification of significant needs

  • Access to support from outside agencies including Educational Psychology, SENTASS and CYPS

 

Support for targeted groups of students may include:

 

  • Assessment and identification of language need and feedback to parents and staff

  • Small group sessions with the dedicated Speech and Language teacher

  • Support in lessons from a Learning Support Assistant

  • Social Skills intervention

  • Independent Travel intervention

  • Access to breakfast club

  • Access to outside agencies (e.g. Educational psychology, SENTASS and CYPS)

  • Access to a dedicated sensory room

  • Access to a private outside space with specialist gym equipment

  • Access to a speech therapist

  • Flexible timetable

 

Targeted individual support may include:

 

  • Access to a speech therapist

  • Exam Access Arrangements

  • Access to specialist ARC Provision

  • Learning plans equipped with appropriate targets and effective support strategies

  • A Key Worker is allocated to each student 

  • Half termly meetings occur to monitor progress and wellbeing

  • Targeted support from a Learning Support Assistant in lessons

 

My child has difficulties with Social, Emotional and Mental Health (SEMH)

 

This section includes all those young people who experience short but significant periods of high anxiety, stress, distress or anger that affect their education.

 

It also includes young people who have a range of longer-term recognised mental health conditions.

 

For both groups, issues can include:

 

  • Forming and maintaining relationships

  • Bereavement

  • Attitudes to attainment

  • Attendance

  • Self-esteem

  • Life outside school

 

All students at Kenton can access:

 

  • Quality First teaching with appropriate differentiation

  • Whole school reward system

  • Whole school policy for behaviour management

  • Anti-bullying policy

  • Key Stage Transition Support

  • Two forms tutors are available to support each student

  • All students have access to two Year Leaders and one Attendance Officer

 

Support for targeted groups of students may include:

 

  • Targeted support from a Learning Support Assistant in lessons

  • Breakfast club

  • Summer school - available to students transitioning from year 6 to 7

  • Two week transition event for those students transitioning from year 6 to 7

  • Intervention programme focussing on behaviour management, self-esteem, confidence building, and anxiety

 

Targeted individual support may include:

  • A Key Worker is allocated to each student. Half termly meetings occur to monitor progress and wellbeing

  • 1:1 Intervention programme focussing on behaviour management, self-esteem, confidence building, and anxiety

  • Targeted support from a Learning Support Assistant in lessons

  • Flexible timetable

  • Learning plans equipped with appropriate targets and effective support strategies

  • Counselling

  • Outside agency input (e.g. Educational Psychologist, CYPS, Early Help Team)

  • Queries about special educational Needs

 

Our SEND Co-Ordinator is Mrs A Barrett. Queries related to SEND should be directed to Mrs Barrett.

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Drayton Road
Newcastle upon Tyne
NE3 3RU

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