Admissions for Special Educational Needs
The school’s admission procedures are outlined in the school pamphlet; it is transparent that the school will not discriminate or disadvantage students with a disability or SEN. We have a fully functioning Autism Centre within our school and several qualified specialists working closely with our academic team, classroom teachers, parents and students.
In regards to SEN, we as a school identify the significance of early indication and diagnosis of students who require the support of our SEN team. We aim to ensure that strong procedures are in place to highlight students who are falling behind or those who are facing complications within any phase of their learning or social expansion at the earliest possible opportunity.
This process of early intervention is supported by:
- Reviewing the student’s existing abilities and achievement upon joining the school. We also take into consideration any information, health records or certificates from previous establishments or agencies; as this enables us to determine the student’s needs based on the individual. It also allows us to ensure the adequate monitoring of all students in regards to progress and attainment both academically and socially
- Apprehensions raised openly by the academic team, SEN specialists, parents and teachers, as well as the constant monitoring of the student’s progress in the core subject areas. Student development in other areas is also considered such as social growth, behavior and communication skills
In establishing whether or not a student may require SEN, the school will also pay attention to other influences which may be impeding the student’s achievement including;
- English as an additional language
- Family circumstances
As a school we recognize that attention to these elements will be predominantly significant when a student is exhibiting challenging behavior or becoming isolated and withdrawn. We also recognize that such comportments can frequently disguise an unmet need both academically and/or socially; in this instance additional assessments will be completed to outline any fundamental factors that may be affecting behavior which may not be SEN related. Before determining that a student requires additional support, the SEN specialist and class teacher will review current provisions to meet the student’s needs within their everyday teaching and learning; the school will consider any additional adjustments and adaptations that should be enforced in order to support the student’s development.