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SEND

Rugby Free Secondary School is committed to providing a positive and engaging learning experience for all students.

In the SEND department, we develop individual and tailored support to build resilience, and ensure that every child has equal access to the diverse opportunities our school offers. Teaching Assistants provide in-class support, small group and 1:1 interventions across a range of areas including literacy, numeracy and social skills where appropriate.

 
 
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Inclusive education is 

essential because school is 

enhanced by inclusion, 

diminshed without it. 

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Renée Haddow

SENCO Transition & Key Stage 3

Renee.Haddow@rugbyfreesecondary.co.uk

Suzi Miles

SENCO Keystage 4 & 16+ 

Suzi.Miles@rugbyfreesecondary.co.uk

Assess, Plan, Do, Review


At Rugby Free Secondary School we follow the SEND Code of Practice that recommends: we assess students to determine their needs; we work together with parents and pupils to put together a plan of support, we implement (do) the plan in lessons and through interventions, and then we review the support to see whether it has had an impact and consider what the next steps are. If your child is receiving additional support in school then they will be placed on the SEND Register. They will be monitored as part of the Plan, Do, Review Process and if they have made progress and are in-line with their peers then they may be taken off the SEND Register.




What is SEND?


The SEND Code of Practice 2015 states:

A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

Resources:

Warwickshire SEND Local Offer

https://www.warwickshire.gov.uk/send

Department for Education Advice Template

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/417435/Special_educational_needs_and_disabilites_guide_for_parents_and_carers.pdf




Our commitment to you and your child


  • Regular contact with the SEND team including meetings to set and review your child’s targets
  • Monitoring of your child’s progress and feeding this back to you
  • Co-production with you and your child of a Pupil Centred Plan that is shared with all teachers
  • A supportive, positive and collaborative relationship with you and your child




Contacts


Our SENDCos, Renée Haddow (Transition & Key Stage 3) and Suzi Miles (Key Stage 4 & 5), are strong advocates of an inclusive and respectful culture and lead a committed team. Contact details: Renee.Haddow@rugbyfreesecondary.co.uk Suzi.Miles@rugbyfreesecondary.co.uk




There are four broad areas of need within SEND:


  • Cognition and Learning Needs
  • Communication and Interaction Needs
  • Social, Emotional and Mental Health Needs
  • Sensory and/ or Physical Needs
We should not ‘fit’ a pupil into a category, but rather provide support based on their particular area/s of need. Please see information below regarding these four areas, taken from the Code of Practice 2015 As stated in the Code of Practice: “These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time. For instance speech, language and communication needs can also be a feature of a number of other areas of SEN, and children and young people with an Autistic Spectrum Disorder (ASD) may have needs across all areas, including particular sensory requirements. The support provided to an individual should always be based on a full understanding of their particular strengths and needs and seek to address them all using well-evidenced interventions targeted at their areas of difficulty and where necessary specialist equipment or software."




Support for Communication and Interaction


6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. 6.29 Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. Resources: National Autistic Society

http://www.autism.org.uk/

Autism Education Trust

www.autismeducationtrust.org.uk

Rugby Autism Network

www.rugbyautismnetwork.co.uk

Autism West Midlands

www.autismwestmidlands.org.uk

How to calm a child with Autism

https://www.verywellhealth.com/how-to-calm-a-child-with-autism-4177696

The Communication Trust

https://www.thecommunicationtrust.org.uk/resources/resources/resources-for-parents/




Support for Cognition and Learning Needs


6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. Resources:

British Dyslexia Association

http://www.bdadyslexia.org.uk/

The Dyslexia SpLD Trust

http://www.thedyslexia-spldtrust.org.uk/

Helen Arkell Dyslexia Charity

http://www.helenarkell.org.uk/

The National Literacy Trust

https://literacytrust.org.uk/




Support for SEMH


6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Resources:

ADHD Foundation

https://www.adhdfoundation.org.uk/

Young Minds

https://www.adhdfoundation.org.uk/

Healios

https://www.healios.org.uk/

Anna Freud

https://www.annafreud.org/

Coventry and Warwickshire Mind

https://cwmind.org.uk/

Challenging Behaviour Information and Advice

https://www.challengingbehaviour.org.uk/about-cbf/about-challenging-behaviour.html

CAHMS drop-in sessions

https://cwrise.com/for-parents/




Support for Sensory and Physical


6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Resources:

Tourettes Action

https://www.tourettes-action.org.uk/

Hypermobility Syndrome Association

http://hypermobility.org/about-us/

Downs Syndrome Information and Advice

https://www.downs-syndrome.org.uk/

Up of Downs

https://upsofdowns.co.uk/

Sensory Processing

https://childmind.org/article/treating-sensory-processing-issues/




For Home Learning


Aiding learning from home – Techability https://www.techability.org.uk/resources/aiding-learning-from-home/





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SEND Information Report 2020
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SEND Policy