SEN & Disability
Please find our current Special Educational Needs and Disability Policy under Key information, Policies.
Examples of the kinds of need that we support at KGGS:
- Specific learning difficulties such as slow auditory / visual processing; slow cognitive processing; site - word efficiency and other 'dyslexia' spectrum difficulties.
- Dyspraxia
- Visual and hearing impairment.
- Physical and mobility impairment.
- Mental health and ADHD
- Communication difficulties including autism.
We ensure that our admission arrangements for students do not discriminate against or disadvantage disabled children or those with special education needs. Carers of prospective students with SEND are welcome to contact the SENCO before making an application. Please see our Admissions Policy (link) on the school web site.
TYPES OF SUPPORT AVAILABLE
The school aims to ensure all students, including pupils with SEND, can access a full, broad and balanced curriculum. KGGS ensures provision for SEN across the school and lessons as part of its quality assurance process.
Reasonable adjustments and support are based on a student's need. All class teachers will be aware of the requirements of their pupils and will make reasonable adjustments in their teaching in order to remove barriers to learning. We make every effort to ensure high quality differentiated teaching in our classrooms for all our pupils. Tutoring and mentoring from a member of staff may also be available depending upon need.
The school ensures that students with disabilities to all opportunities including specialised curriculum activities, sports events and visits. The school has high expectations of all students so that they can reach their full potential.
Equipment and facilities to support pupils with SEND
Parts of the school are more than one hundred years old and newer extensions are built over a slope; hence the site is built on several levels with some buildings having more than one floor. A system of lifts and stair lifts ensure accessibility to nearly every room.
We can also supply assistive technology to help with writing and reading if recommended by an Access Arrangements Assessor. We can loan some pupils laptops; we can also give access to reading pens and computer readers.
Where external advisors recommend the use of equipment or facilities which the school does not have we will investigate the feasibility of obtaining them.
Access to information
The school will ensure that all students can readily access necessary information. For example, staff will ensure that information given orally is understood also by students with hearing impairment: written information is accessible to students who have sight impairment (by using a larger font for instance).
The school has an Access Policy (link) available from its web site.
Emotional and medical care
Students are encouraged to talk to any adult if they have a problem. However, the school has a Pastoral service where pupils can seek medical or emotional help. Furthermore, there is a school based counselling service available by appointment.
Evaluation of provision and reviewing progress
Provisions for pupils with SEND are made on an individual basis and are reviewed to ensure their effectiveness and that as many barriers to learning and progress are removed as reasonable. The progress of all pupils are monitored by the Heads of Year as outlined above. If a pupil with SEND does not make sufficient or expected progress, their provision will be reviewed using the graduated approach and their Support Plan will be amended.
Extra - curricular activities
Students are encouraged to join the varied range of lunchtime clubs and activities available to them and are given many opportunities to socialise. All clubs, trips and activities offered to pupils are available to pupils with SEND. Where necessary, the school will use the resources available to it to provide reasonable additional support to enable the safe participation of the pupil in the activity.
We also offer opportunities to participate in sport for disabled people such as Boccia, for example.
IDENTIFICATION AND ASSESSMENT OF PUPILS WITH SEND
The progress of all pupils at KGGS are monitored very closely by the Heads of Year, based on class teacher feedback and test/ exam performance. The school uses the graduated approach ('Assess - Plan - Do - Review') in order to ensure that pupils' needs are met.
Where progress is not satisfactory, we put extra support in place in order for the pupil to stay on track. If there are concerns about the progress and performance of a pupil, and a problem has been identified, they will be referred to the SENCO for further investigation and possibly assessment. The outcome of this assessment will be shared with parents and pupils. Provisions, needs and reasonable adjustments for pupils with SEND will be detailed on a Pupil Support Plan. This report plan is then reviewed annually. Parents will be notified of any significant changes to the plan or provision. We will ensure that all teachers of a given pupil and support staff who work with the pupil are aware of the support to be provided and the teaching approach to be used.
Please see our SEND Policy on the school web site for further details on the identification of pupils with SEND.
EXPERTISE AND TRAINING OF SEND TEAM
SENCO & learning support tutor
The SENCO is a qualified teacher who holds a National Award for Special Educational Needs and is a qualified Level 7 Access Arrangements Assessor. He is assisted by an administrator, who is a qualified Higher Level Teaching Assistant, has an Award in Proficiency in Access Arrangement Co-ordination.
SENCO - Sean Tarver BSc. (Hons), Ph.d., PgCE, QTS, NASENCO, PAPAA
Involvement of pupils and parents
All parents of pupils are invited to discuss the progress of their student at parents' evenings. In addition, parents and families of pupils with SEND can discuss their student's progress with a key member of staff in addition to the normal opportunities.
Students are encouraged to attend meetings about themselves including Support Plan review meetings and Parents' Evenings. Students are invited to review their support plan annually. Support plans will always be available for parents to see - a copy is initially sent when a student is entered onto the SEND register. Parents can attend review meetings by arrangement; they are encouraged to do so for more complex cases or for those pupils who hold an Education and Health Care plan.
The school also has a link Governor for SEND who works with the SENCO to review provision.
Transition
Transition into the school, for students with SEND, is supported by liaison between the feeder school (and sometimes carers) and a member of the SEND team. There will be opportunities to visit the school with parents. Also, for all prospective Year 7 students, they can attend an induction day in the summer term prior to a September start.
How will the school prepare and support my child to transfer to a new setting/school/college?
Students will follow a Personal Development course in Y10 & Y11 where they will research future careers and qualification options. They will be given opportunities to discuss their plans with school staff and the Independent Careers Advisor.
With permission from the pupil and her parents, we would also be happy to share data with another education provider in cases where the pupil moves on.
Handling complaints concerning pupils with SEND
The school has a formal complaints procedure for any complaint made by parents. This procedure should be followed for any complaint about provision made for special educational needs. We encourage parents to discuss their concerns with the SENCO or the Deputy Head Teacher.
Link to Complaints Policy
The school has a Concerns and Complaints policy on its web site.
WORKING WITH OUTSIDE AGENCIES
Lincolnshire local offer
Access to the Lincs Family Services web site and Local SEND offer can be found here.
Access to the Notts Help yourself web site and Local Offer can be found here.
Below is a list of external agencies that the school regularly engages with:
Lincolnshire County Council
CAMHS (NHS - Child and Adolescent Mental Health Services)
CAMEDS (Eating disorders)
Lincolnshire Centre for Grief and Loss
With You (addiction difficulties)
Tavistock centre (Gender identity development service)
Healthy Minds
CASY (Counselling and support for young people)
Children's / Social Services
