Special Education Needs (SEN)

Special Education Needs (SEN)

Students will have special educational needs of some form during their educational journey. Success Schools believe that with targeted support and early intervention, most students can make significant progress, which enables them to return to regular classes at their age level.

Special Needs Policy

*Rationale

As a school, we believe in early identification of these needs to enable us to give the best opportunity for all students to reach their potential. All children may have special educational needs at some time during their lives. With targeted support and early intervention, most children can make significant progress. This policy document is a statement of how Success School Sokoto, aims to support all children in the school, including those who have some learning needs. Children have a learning difficulty if they:

have significantly greater difficulty in learning than the majority of children of the same age; or

have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age.

Special Educational Needs (SEN) and Admissions

Success Schools was founded as a mixed-ability school, catering to a variety of learning needs. As a school, we accept a proportion of children with learning needs, some of which are specific. We can cater to the needs of these children as long as their needs are not too severe and any additional support required is paid for by the parents. Entrance to the school is not automatic for any student, and for those with SEN, the balance of the whole class must be considered. When applying, parents of children with SEN are invited to discuss their child’s needs with the school authority to ascertain whether Success Schools is a suitable school for their child and if the specialisms and resources necessary are in place within the school. If after discussion it is felt by the school authority and Governors that we cannot meet a child’s needs, we will not be able to offer a place. To aid the decision-making process, all children will be assessed and interviewed.

Aims

Aims of the SEN Policy

*To raise awareness and understanding within the school of how best to meet the needs of all students, including those with SEN.

*To identify at the earliest opportunity students who require support above and beyond that which is provided for other children of their age.

*To target students’ needs, to enable them to fully develop their abilities and interests, and to gain maximum access to the curriculum.

*To involve parents, students, and staff in developing a partnership of support, enabling them to have full confidence in the strategy adopted by the school.

*To work in partnership with parents, students, and where necessary external specialists to provide for the child’s needs.

*To ensure that all students with SEN are allowed to participate in all activities of the school, to promote the highest levels of achievement.

*To give every student the entitlement to a sense of achievement.

Roles and Responsibilities

We have an SEN Coordinator (SENCo), who is responsible for coordinating the provision for students with SEN and delivering some of the provision.

Teachers, teaching assistants, and where available voluntary helpers work under the direction of the SENCo to support specific students. The school management team and Governors have strategic responsibility for overseeing the provision for students with SEN.

Coordinating and Managing Provision

Teaching staff are involved in the implementation of the school’s SEN policy and should be involved in identifying, assessing, monitoring, and making provisions for students with SEN.