Gordon’s Learning Support Department has the experience and expertise to provide for students with a wide range of barriers to learning, alongside those students for whom English is a second language.
Gordon's SEN Information Report, SENd Policy and accessibility plan
The Learning Support provision at Gordon’s is in line with the revised SEN Code of Practice (2014), in light of this the School will:
- Meet the Equality Act duties for students with disabilities
- Use our ‘best endeavours’ to meet students’ Special Educational Needs and Disabilities
- Inform parents when students receive support for special educational needs and involve them in reviews of progress
- Admit a young person, where the school is named in an EHC plan
- Co-operate with the local authority in developing the local offer
- Produce and publish online a School SEND Information Report
- Secure the services of a suitably qualified or experienced member of staff as SENDCo (National Award); and have regard to the new 0-25 SEN Code of Practice
- Provide a clear focus at every level and every stage on a person-centred approach and the involvement of families and young people
- Focus on outcomes to be achieved, rather than simply units of provision.
Gordon’s School SEND Profile
We are required by the Department of Education to publicise the profile of our SEND intake.
The profile of our current 20-21 intake is as follows:
- 19 pupils have an Education Health Care Plan
- 110 pupils have been identified as having a Special Educational Need and Disability, (not including those pupils with an EHCP).
The range of SEND includes Cognition and Learning, Speech Language and Communication Need, Social, Emotional and Mental Health and Sensory and/or Physical.
This is made up of the following groups:
- 64% of pupils with SEND have needs linked to Cognition and Learning including maths, reading, writing and a range of specific learning difficulties such as dyslexia, dyspraxia and dyscalculia.
- 17% of pupils with SEND have needs linked to Communication and Interaction including speech, language and social communication and interaction disorders such as Asperger’s and Autism.
- 12% of pupils with SEND have needs linked to Social, Emotional and Mental Health difficulties
- 7% of pupils with SEND have needs linked to Physical and/or Sensory difficulties including disabilities affecting vision, hearing and mobility.
About the Department
The Department currently comprises the School SENDCo/Head of Department and three Higher Level Teaching Assistants, an EAL co-ordinator and twelve further Learning Support Assistants.
The Learning Support Department is housed within Taunton House which is centrally located and easily accessible for all. The department is well resourced and includes four separate teaching areas, two of which contain an interactive whiteboard. The Head of Department is located within Taunton House.
The Learning Support staff, aside from in class support, offer an array of interventions to meet specific needs of our SEND students. Such interventions run on a half-termly basis and SEND students are invited to attend if the provision matches their need. Currently the Learning Support Department offers weekly 1:1 or small group sessions in the following areas: mentor/organisation, literacy & EAL, numeracy, Social Thinking, Zones of Regulations and ELSA. These interventions are offered on a needs basis.
Our department operates an open door policy where students and colleagues are welcome to call in for a conversation or to seek advice whenever they feel the need. We do ask that parents/carers call or email the SENDCo in advance to arrange a meeting; our SENDCo will happily accommodate this. There is also a dedicated Learning Support section in the School’s Library where colleagues and students alike will find information on a wide range of learning difficulties.
In the last full OFSTED inspection the following observations were made by the inspectors:
“The care, guidance and support provided is exceptional, encouraging both pupils with learning difficulties and disabilities.”
“Pupils with special needs are given very good support and the individual education plans for these pupils are thorough and constantly reviewed with involvement of the pupils themselves.”
The school was judged to be outstanding in respect of how well learners with learning difficulties and disabilities made progress.
LEARNING SUPPORT STAFF:
HEAD OF DEPARTMENT / SENDCo:
Miss V Phillips - firstname.lastname@example.org
LEARNING SUPPORT ASSISTANTS:
Ms K Carson, Mrs M Matheson, Miss T Jones, Mrs D Belcher, Mrs F Johnson, Mrs M Kelly, Mrs C Stuart, Mrs S Burrows, Mrs J Sheppard, Miss F Vasco, Mrs J Morrison, Miss K Sollars, Mrs C Bridges, Ms A Mern, Miss L McKenzie and Miss J Lambert.