Transcript Document
William Brookes School Physical and Sensory Impairments This policy should be read alongside the Equal Opportunities Policy and the Accessibility Plan. William Brookes endeavours to identify, monitor and put interventions into place to foster student support in the 4 areas of need: 1. 2. 3. 4. Communication and Interaction; Cognition and Learning Difficulties; Social, emotional and mental health; Sensory and/or physical development. How we adapt our curriculum and learning environment to include students with support needs in the area of physical development: • We liaise carefully with advice services from Occupational Therapy; • We provide specialist equipment where required such as in DT or a bluetooth keyboard for iPads; • A lift pass may be provided; • Modified options in PE can be offered; • Flexibility in leaving lessons early to avoid crowded corridors; • Students may choose whether to attend non-core lessons that are difficult due to their disability (e.g. dance). How we adapt our curriculum and learning environment to include students with support needs in the area of visual impairment: • Regular liaison with specialist teacher of VI; • We ensure font size is appropriate to visual service’s recommendations; • Enlarged exam papers can be obtained; • Personal copies of powerpoints etc. can be projected on to students’ iPads; • In science, students to have their own set of scratch-free goggles, to sit closest to the teacher during demonstrations. Students also to have apparatus set up without heat or chemicals initially for familiarisation; wherever possible, boiling tubes and oversized filter papers to be used. • In swimming, 1:1 support provided. How we adapt our curriculum and learning environment to include students with support needs in the area of hearing impairment: • Regular liaison with specialist teacher of the deaf; • Daily equipment checks with key worker; • Form tutor does specific training with regards to that individual’s needs with Sensory Inclusion; • Teachers wear transmitters and reword student contributions as appropriate; • Language work done in a separate room with a live reader; • Students may ask to work in a quiet room ; • Teaching assistants will pre-teach vocabulary. How we identify and assess support needs In the New Code of Practice, it states: “6.16 Schools should assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate.” Information from primary schools is seen as paramount when organising support for new Yr 7 pupils, but students adapt to secondary schools at different rates and it is necessary to keep flexibility in teaching arrangements until past Christmas. We also ask our staff and parents to contact us if they feel that something is preventing a student reach their potential. Students can also self-refer. SENCO – Lesley Ravenscroft, [email protected] How we review support needs 1) Teachers are asked to make sure that students make progress appropriate for them using 4 matrix and tutors, especially are tasked with watching a student’s ‘flight path.’ How we ensure access to our facilities for all of our students: • Our key tenet is that students are included in mainstream lessons wherever possible; we do not operate ‘unit’ provision. All students are encouraged to attend clubs at lunch and after school and, if necessary, assistants will attend with them to help them settle in. Transport arrangements, such as taxis, can be arranged for students with statements or EHCPs if they wish to stay after school. • Differentiated auditions can be arranged for students wishing to take part in school productions. • Students who receive pupil premium and who have SEN/D are prioritised for trips such as ARTHOG and the Year 7 French trip; extra staff are provided where necessary; (risk assessments are done with specialist services where necessary) • All students take part in a ‘Para Olympic Day’ in addition to Sports Day each year; • ‘Lift passes’ are given to any student who needs them and there are staff on each floor who are trained in the proper use of the ‘evac chairs’; • Specialised equipment is purchased upon advice from agencies to ensure independence in participation wherever possible. From which external agencies do we seek advice? Educational Psychologist Speech and language Sensory Inclusion Services Occupational Therapists Shropshire Youth Future Focus School Nurse Complaints. We hope that you can discuss issues with the SENCO and come to a mutually-satisfactory conclusion, [email protected] However, in the event of a dispute that cannot be thus satisfied, please use the link to the complaints procedure on our website. There are organisations that will help parents make their way through the ‘local offer’ and School SEN Information Reports. Parent Partnership is a great service. Their web page is at http://www.parentpartnership-shropshireandtelford.org.uk/ Their telephone number is 01952 457176. Their email is [email protected]. “We are here to give you help so that you can feel much more confident in being able to take an active role in making sure your child’s educational needs are being met.” (from their website)