Inclusion

Support Structure

The Learning Support and Development department at Thomas Bennett Community College has four designated areas within the school, these areas are known as:

LINC                                                                       

Which consists of two classroom, a quiet counselling room, an inclusive toilet with disabled access and the SENCOs office.

EAL

Which consists of two classrooms and a staff base / resource area. EAL has 3 Teaching Assistants and 2 Teachers.

BASE

Which consists of two classrooms, one 'quiet / relaxation' room, a teaching kitchen area, an accessible toilet, two further toilets and a staff work area and an Admin office. The BASE has it’s own secure external entrances.

Staffing

The Learning Support Department staffing includes a SENCO, equivalent of 1 SEN teacher, 2 HLTAs and the equivalent of 17 fte TAs.

Teachers, HLTA’s and TAs work in both the Base and Linc areas so that appropriate expertise is matched according to the requirements of the students.

  • The SEN areas act as a safe haven
  • Separate support areas are available to meet the needs of pupils with difficulties
  • An established team of teachers, high level teaching assistants and teaching assistants
  • All special needs pupils have one page profiles
  • All pupils with EHCPs are allocated a teaching assistant / mentor / keyworker
  • Link Governor - ?
  • Regular review meetings for special needs students are held to discuss progress. This might be with a student’s tutor or with a member of the Learning Support and Development team.

How do we provide support?

  • Literacy and numeracy intervention groups
  • SEN teaching groups
  • Additional in class support and differentiation of work
  • Structured Literacy Programmes
  • Structured Numeracy Programmes
  • Structured Handwriting programmes.
  • The LINC, EAL and BSE areas act as a safe haven for SEN pupils
  • Homework club (after school clubs)
  • TA mentors / keyworkers
  • 1-1 Tuition
  • Interventions to build self esteem
  • Anger management sessions
  • Counselling delivered by a range of external providers
  • Education Psychologist sessions
  • Forest Schools Programme
  • Individualised SEN student strategies

SENCO: Nicola Channon
EMAIL: nicola.channon@thomasbennett-tkat.org

Special Educational Needs Provision Statement

Governors have a duty under s317 of the Education Act 1996 to do their best to ensure that the necessary provision is made for pupils with SEN. The school Standards and Framework Act 1998 requires governors to conduct the school with a view to promoting high standards. These high standards relate to all the pupils in the school including those with SEN.

In relation to SEN, the governing body should make sure that:

  • they are fully involved in developing and monitoring the schools SEN policy
  • all governors, especially SEN governors, are up to date and knowledgeable about the schools SEN provision, including how funding, equipment and personnel resources are deployed
  • SEN provision is an integral part of the school development plan
  • the quality of SEN provision is continually monitored

Useful Information

Children with English as an Additional Language (EAL)

At Thomas Bennett Community College, children with English as an additional language are specifically supported to ensure that they can access the curriculum and make good progress during their time at the school.

How are they assessed?

If a child has EAL, their level of English will be assessed by the EAL team and tracked during their time at the school to ensure that this is progressing as expected.

What support can be given?

The support provided will be planned by the class teacher with support from the Inclusion leader and may take the following forms:

  • Visual prompts and scaffolding
  • Additional adult support
  • Additional language development support
  • Specific support with new topic-specific vocabularly

Who should parents or carers talk to?

If a parent of a child with EAL has any concerns regarding their childs needs, they should contact the EAL Leader.

Special Educational Needs and Disabilities

Inclusion is fundamental to our beliefs and values at Thomas Bennett Community College.  Our values of respect and equality underpin everything that we do and are visible in every member of the school community.

We understand that our children come to school with different experiences and challenges and learn in very different ways, however, we believe that nothing is a barrier to learning.  Whether it be a special educational need, physical disability, English as an additional language or other factors, we provide all the support possible to ensure that children make good or better progress, meeting their potential in everything they do.  Along with this, we work to ensure that all children leave us with strong moral values and the confidence to thrive in their bright futures.

Thomas Bennett Community College has a passionate and committed inclusion team that make it their core purpose to ensure that children with additional needs or challenges to learning get the very most out of their experiences at school.  This includes team members who support those who are entitled to Pupil Premium funding, members who lead the provision for children with special needs and learning mentors who provide emotional support and nurture for vulnerable children, allowing all to access learning and the curriculum with confidence.

Through high-quality teaching, support, nurture and understanding, we believe that every child can achieve the extraordinary.

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.

Thomas Bennett Community College Accessibility Plan

The Special Needs and Disability Act 2014 requires that we plan in three main areas:  Increasing access for pupils with disabilities to the curriculum – teaching and learning and the wider curriculum  Improving access for pupils and other stakeholders with disabilities to the physical environment of the school  Access to Information and ensuring effective communications

To view the full document click on the link below:

THOMAS BENNETT COMMUNITY COLLEGE ACCESSIBILITY PLAN