A Guide to Learning Support at MPS
A Guide to Learning Support
at Merstham Park School
SEND Faculty at Merstham Park School
- Ensure SEND students are making at least similar levels of progress to the main school cohort.
- Keep abreast with current legislation and the changing SEND strategies and practice.
- Reduce the barriers to learning for SEND students and assist teachers with knowing their learners.
- Communicate core student information, guidance and best practice with teachers, Learning Mentors and Heads of Subject.
- Use data to track and identify underperforming SEND students; from this interventions can be put in place.
Merstham Park School SEND Policy
Merstham Park School SEND Policy outlines the practices with regards to students with special educational needs and/or disabilities and the principles upon which these are based reflect the New Code of Practice (SEND 2014). We endeavour to make every effort to achieve maximum inclusion of all students, whilst meeting their individual needs. We recognise the entitlement of all students to a balanced, broadly based curriculum. This policy reinforces the need for students to have an equal opportunity to engage in a curriculum and receive high quality teaching that is differentiated and personalised.
Where a student is identified as having SEND we take actions to remove barriers to learning and put effective special educational provision in place. This support takes the form of a graduated approach, a four-part cycle (Assess, Plan, Do, Review) through which earlier decisions and actions are re-visited, refined and revised with a growing understanding of each student’s needs and of what supports the student in making good progress. It requires a more detailed approach, a more frequent review process and more specialist expertise in successive cycles, in order to match interventions to the SEND of students.
The Special Educational Needs Co-ordinator (SENCO)
The SENCO has whole school responsibility, working with the Head Teacher, Leadership Team and Governing Body to ensure specific provision is made to support individual students with SEND. The SENCO is accountable for the quality of provision and the outcomes of SEND students. The role involves day to day responsibility for the implementation and operation of the SEND policy.
It is important that the SENCO provides professional guidance to all colleagues and works closely with staff, parents or carers and other agencies. The SENCO is aware of the provision in the Local Offer and is able to work with professionals providing a support role to families to ensure that students with SEND receive appropriate support and high quality teaching.
The key responsibilities of the SENCO are to:
- Lead the day-to-day operation of the school’s SEND policy.
- Lead and co-ordinate provision for children with SEND.
- Advise on the graduated approach to providing SEND support and the deployment of the school’s delegated budget and other resources to meet students’ needs effectively.
- Liaise with parents or carers of students with SEND.
- Liaise with early year’s providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.
- Be a key point of contact with external agencies, especially the local authority and its support services.
- Work with the Leadership team and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements to ensure a pupil and their parents are informed about options and a smooth transition is planned.
- Track the progress of students with SEND.
- Ensure that the school keeps the records of all students with SEND up to date.
We have a number of established relationships with Health and Social Care professionals who give advice and attend SEND Support Arrangements or Team around the Family/Child meetings. These include:
- Child and Adolescent Mental Health (CAMHS) - CAMHS are the NHS services that assesses and treat young people with emotional, behavioural or mental health difficulties. CAMHS support covers depression, problems with food, self-harm, abuse, violence or anger, bipolar, schizophrenia and anxiety, to name a few. There are local NHS CAMHS services around the UK, with teams made up of nurses, therapists, psychologists, support workers and social workers, as well as other professionals.
- Local GPs/Paediatricians - Medical specialty that manages medical conditions affecting children and young people.
- Social Services and Family Case Workers – A family case worker can help and assist families and individuals get through difficult times or get additional support.
We have good links with the Local Authority, and the SENCO works closely with the following to support students:
- Educational Psychologist - Educational psychologists help young people who may be experiencing problems that are preventing them from successful learning and participation in school and other activities. These problems can include a range of emotional and social problems or learning difficulties. An Educational Psychologist will help young people in partnership with parents, carers, teachers, social workers, doctors and other people involved in their education.
- Learning and Language Support Services – Provide Support Specialist teachers, who work with schools, parents, carers and other agencies to help students with learning and language difficulties.
- Visual, Hearing and Physical/Sensory Services – The Physical and Sensory Support Service (PSS) uses specialist knowledge to support children and young people with physical, hearing, visual and multi-sensory impairment, in learning and living.
SEND Policy for Merstham Park School – website
SEND Information Report –website
SEND Code of Practice – September 2014
The Local Authorities Local Offer www.surreylocaloffer.org.uk