Our philosophy is that “All children are special”; all children have needs and many children experience difficulty with their learning or the way they behave at some time during their school life. It is recognised that many students will, perhaps for only a short time, have some form of SEN and that some additional support may be required.
Our aim is to enable all students, regardless of ability, race, or need, to make the greatest possible progress in their learning, while experiencing a broad and balanced curriculum alongside their peers. We believe all teachers are teachers of special educational needs and should endeavour to differentiate work so that all students have access to the curriculum at levels that are suitable for their abilities.
We are ambitious for all our students and aim to ensure that a quality educational opportunity is provided for all.
A child has a learning difficulty if he or she:
- has a significantly greater difficulty in learning than the majority of children of the same age
- has a disability which either prevents or hinders them from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority.
- is not making progress in line with their ability, is significantly slower than that of their peers starting from the same baseline, fails to match or better the child's previous rate of progress, fails to close the attainment gap between the child and their peers.
Special provision is educational provision which is additional to, or otherwise different from, provision made generally for children of the child's age in maintained schools, other than special schools, in the area. We believe that Twynham School's good practice can make a difference and we endeavour to 'personalise' our learning support by including the following:
- Clear diagnostic testing internally by our qualified special needs teacher and outside professionals, e.g. Dyslexia Screening
- Withdrawal classes to improve Literacy and Numeracy or specific teaching to address a particular need at Key Stage 3 and Key Stage 4, individually or in small groups.
- Classroom observations to make recommendations about classroom management, seating plans, type of learner, noise levels, and group dynamics.
- Mixed ability and ability grouping according to subject.
- Regular monitoring of progress and students’ Attitude to Learning.
- Pastoral support plans are created in discussion with Heads of Year, Teachers, Teaching Assistants, Parents and Students.
- Personalised courses that may include reduced GCSE options, study skills, work placements, vocational courses and College taster sessions.
- Close liaison with parents to create a partnership for making shared decisions about educational provision.
- The valuable and unique resource of the In School Learning Centre and Student Services which cater for a number of social, medical and peer issues that arise and can be addressed through ELSA and the involvement of specialist outside agencies.
The coordination of learning support and special needs is undertaken by Deputy Headteacher Karen Dadds, who is responsible for the day to day operation of the school's SEND policy, co-ordination of provision for students and liaison with parents, staff and external agencies. In addition there is a strong team of Specialist Teachers, HLTAs (Higher Level Teaching Assistants) and teaching assistants who provide mentoring and support during lessons.
To learn more about how we include students with Special Educational Needs, please see the documents below. There are also policies relevant to Special Educational Needs here.