Student Support Services

Faculty Team

Miss Fiona Sturrock, Senior Teacher (SENDCO)
Mr Michael Bowman, Vocational Support Co-ordinator
Ms Jan Burton, High Level Teaching Assistant
Ms Louise Dixon, Learning Coach
Mr David Halliday, Learning Support Co-ordinator
Ms Claire Gunn, Higher Level Teaching Assistant
Mrs Leanne Harrison, Learning Coach
Kieron Johnson, Modern Apprentice – TA
Mrs Jade Laidler, Vocational Support Co-ordinator
Mrs Ashley Laing, Learning Coach
Mr Liam Lester, Patrol Officer
Mrs Janet Liston, Learning Support Unit Manager
Mrs Wendy Pallister, Medical Inclusion Assistant
Tahlia Ridley, Modern Apprentice – TA
Mrs Wendy Robins, Inclusion Assistant (Looked After)
Miss Stacey Robinson, Learning Coach
Ms Zofia Skolimowska, Inclusion Assistant
Mr Peter Stoddart, Alternative Provision Programme Inclusion Assistant
Mrs Patricia Thompson, CEIAG and Transition Assistant
Mrs Claire White, Alternative Provision Inclusion Assistant
Shannon Wright, Modern Apprentice – TA

Introduction

We are committed to meeting the needs of children with Special Educational Needs within the resources that are available to us.  We welcome children with SEN and will follow the revised code of practice in identifying, assessing and supporting these learners.  Through learning support plans we will provide support which is tailored to cater for each student’s unique situation.  Support may be given in class, in a small group or through withdrawal classes and will be delivered by a skilled team of teachers, learning support assistants and specialist behaviour support workers.  The College will consult the local authority and the governing bodies of other schools as necessary for co-ordinating provision for students with SEN.  The College will have due regard for the Special Educational Needs Code of Practice (2001) and any guidance issued by the Secretary of State for Schools and Families, relating to sections 316 and 316A of the Education Act 1996, paying particular attention to the outcomes of the new Green Paper.

The Faculty’s Responsibilities Include

The Special Educational Needs Coordinator (SENCO) with the support of the faculty, behaviour and senior leadership team is responsible for administering the Code of Practice within the college.

The faculty’s responsibilities include:

  • Overseeing implementation of the Code of Practice
  • Liaison with the LA/external agencies and other education providers
  • To hold regular team meetings for information sharing
  • Supporting both learners on SEN Code of Practise and staff
  • Advising on resources to support those learners on the SEN Code of Practise
  • Assessment for examination concessions
  • Liaison with parent/carers
  • Supporting staff development
  • Record keeping
  • Organising Reviews of statemented students and those students at School Action+
  • Checking LSP’s of all learners with an SEN statement
  • Supporting teachers in identifying targets for learners on the Code of Practice
  • Organising the Inclusion Assistants to ensure that the best possible quality and value of support is provided


Students who are eligible for School Based Support (SBS) will:

  • Be making little or no progress over time across subject areas despite targeted teaching strategies
  • Have difficulty developing literacy and/or numeracy skills resulting in poor attainment
  • Display behaviour which substantially and regularly interferes with his or her learning and that of the class despite an individualised behaviour management programme
  • Have sensory or physical problems and be making little or no progress despite specialist equipment
  • Have communication/interaction difficulties, and be making little or no progress despite differentiated curriculum.

Their support should be targeted though a carefully considered ‘Pupil Passport’.  This should be written and reviewed with the student and parent/carer in the Autumn term, and then reviewed with the student before Easter by a member of staff who knows them well.

A list of who is responsible for which passports will be published and time to complete them designated.  Should it be convenient for the parent/carer, or if the member of staff wishes to this time can be de-aggregated.  It is likely that many of these meetings can be arranged to coincide with academic mentoring, parents evenings, TACs, PSP reviews etc.

The Student Passport should include:

  • 3 or 4 short-term targets*
  • Details of teaching strategies which are known to work well for the student
  • The date of the next review: this need not be an actual ‘date’ if one is not known at the time of writing but it must flag the planned intent to revisit; eg. “Academic mentoring meeting next term”
  • Success and/or exit criteria
  • Any actions taken and their outcomes

 

*Passport targets should be SMART:

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound


Statemented Student Reviews

These are held annually.  Parent/Carers and all external professionals involved are invited.  Written reports are provided by all involved and are forwarded to the Education Authority.