Governors SEND Statement
Thomas Bennett Community College is an inclusive school offering a range of interventions for children and young people. These will differ according to age range. Some interventions will be offered to all children and some may only apply to children depending on their needs.
The well-being of every child is a key priority for our school. All staff are trained to provide a high standard of pastoral support. Members of staff are readily available for children who wish to discuss issues and concerns.
Relevant staff have paediatric first aid training and we have a medical needs policy in place.
All SEND provision is overseen by the SENCO team in school. The SENCO monitors, reviews and evaluates all SEND provision on a regular basis throughout the year and reports to the school governing body on how individual needs are being met and SEND funding and funding for inclusion is being spent.
All children are treated as individuals and subject teacher, alongside other support staff, plan an appropiately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resource. Clear support plans are put in place and reviewed termly with evidence gathered of impact of the interventions used. Key assessments are then made to ensure children are on track to meet targets and that planning accurately addresses need. Progress and plans are regularly reviewed and evaluated to inform next steps.
Children need to be involved in setting their personal targets and reviewing their progress alongside teachers and support staff. Parents are vital partners in the childs journey through school and are invited to attend termly review meetings of the childs progress and are encourage to engage in supported learning.
An appropiate and accessible learning environment is provided within school.
Staff in school are trained, and have worked alongside other professionals, to develop their skills, knowledge and expertise in specific areas of SEND e.g. speech and language, autism and disabilities.
Support is sought from other agencies where necessary in order to maximise learning potential e.g. Occupational Health Service, School Nursing and local authority services e.g. Educational Psychologists.
The schools policies on the website reflect the schools commitment to inclusion, safety and well-being of inclusion.