"Inclusion is about much more than the types of school children attend: it is about the quality of their experience and how far they are helped to learn, achieve and participate fully in the life of the school"“
Inclusion is complex and multifaceted. Here at the Stephen Perse Foundation, we are committed to inclusion in school, as just one aspect of inclusion in society.
Our new Inclusion Coordinator role for the Senior School and 6th Form will enable us to move even further towards being a truly inclusive Foundation, building on the work already done within the 3 to 11 age group.
Our Inclusion Coordinator will work in a SENCO role - with students who have learning needs - as well as with students who have English as an Additional Language (EAL) and those students who are exceptionally able. This role ties in with our unique approach to learning in which the curriculum can be tailored to the individual learner. We will equip each and every Stephen Perse student with the skills they need to succeed in whatever future they choose.
Special Educational Needs and Disabilities
Offer of Special Needs and Disability Provision at the Stephen Perse Senior School and 6th Form College for 2018-19
At the Foundation all students are valued and we are committed as to providing equal access for all to the broad and balanced curriculum we offer. We are supportive of students with all types of special educational needs and/or disabilities (SEND).
We consider ourselves to be a fully inclusive environment, where the individual is at the centre of the learning that takes place here.
We aim to make adaptations to the education we offer and to the school environment in order that all students can manage successfully, achieve their chosen outcomes and are offered equal opportunities to participate fully in the life of the school and take part in all possible activities.
We endeavour to support young people to participate in any additional/extra curricular activities that are provided through our sports, non-examined and enrichment programmes they would like to. We take the overall wellbeing of students very seriously and support them by working closely with the pastoral team and enabling access to internal and external support services.
Identification of SEND
The needs of most students will be met by the high quality first teaching provided which will be tailored to the individuals particular needs and remove any barriers to learning there might be. However, when a special educational need is identified by the previous school, the parent/carer or SPF SS/SFC (through data analysis, liaison with other professionals, and also in assessing the level of difficulty faced when accessing the curriculum), will work with the young person and parent/carer through regular planning discussions, review of provision and tracking of progress. We aim to use the Graduated Approach of “Assess, Plan Do, Review” to ensure that any special educational needs are met appropriately.
We recognise the importance of genuine communication, strong positive relationships and partnership between school and parents/carers and fully acknowledge the importance of parental knowledge and expertise in relation to their own children. With this in mind, we aim to meet with parents/carer once a term in order to be proactive and build substantial and effective working relationships.
Range of Provision
We believe that the Stephen Perse Foundation can offer a range of provisions/resources and are confident that our approach treating every student as an individual means that we can provide tailored support for students with SEND and provide bespoke support and resourcing according to specific need.
Our offer comprises the following:
- Access to some one-to-one support in and outside of lessons
- Individual key workers for students with statements/EHCs or high levels of needs
- Appropriate adaptations for the school curriculum (APOCA - Additional Provision or Curriculum Adjustments)
- Access to mentoring from older students
- Access to a Specialist Assessor if required
- Whole staff training on SEND issues allowing teachers to develop their “craft knowledge” and developing high quality first teaching
- Support at times of transition (KS2-3, KS4-5, KS5-FE) with additional visits, meeting with parents, liaison with key staff
- Access to specialist provision should it be appropriate for example; The Hearing and Visual Impairment Service, Physiotherapy, Occupational Therapy, Child and Adolescent Mental Health Services, Centre 33 and any other required by our students
The School Site
We ensure that the school site is fully accessible for wheelchair users, those with mobility issues and visually impaired students. We do this by having lifts, disabled toilets, quiet spaces.
Do get in touch if you would like a tour of our school - either the SENCO or Assistant SENCO would be happy to discuss needs and requirements and arrange a tour and visit should you wish to.
- Helen Bryant - Inclusion Coordinator and SENCO for the Stephen Perse Senior School and 6th Form College
- Bethan Uden - Assistant SENCO and Specialist Assessor the Stephen Perse Senior School and 6th Form College
Quote source: Department for Education and Skills