The vision of the Learning Support Department is that each pupil with Additional Needs achieves their potential, embraces every opportunity that opens and is able to take their place in the world when leaving William Farr.
We want to ensure that the students in our care are inspired to achieve their best whatever that may be. We aim to ensure that all our interventions are individualised, enjoyable and stimulating; that our students are motivated and make progress. The department will abide by and implement the Statutory Guidance as laid down in the Code of Practice 2014.
We want our students to be independent learners who with our support are able to understand and achieve in subjects across the curriculum. We also aim to develop student’s social skills and understanding, teach self-help skills, build confidence and self-esteem and prepare their pathway through a robusttransition process. The school provides a focus on outcomes for students and not just on hours of support.
As a team, we are highly committed to our own professional development. The structure of the team leads to specialisms in the main areas identified in the Code of Practice
The department is successful in its management, co-ordination, and implementation of the Code of Practice 2014, to ensure that all pupils in the Additional Needs register receive effective and appropriate support in accordance with their Statement of Special Educational Needs.
All pupils have at least two reviews each year to which parents are invited or their views given. All pupils have a Pupil Passport which is reviewed twice yearly but is often updated more frequently as the need arises. All a member of Staff receive copies of the pupil passports both electronically and paper copy. Parents also receive copies of passports. The change from IEP to passport has been successful with both parents and teaching staff commenting on the ease of accessibility and that the passports are the student’s voice.
The department continues to wait upon the changes to SEN from the Local Authority as a result of the Children’s and Families Bill 2014 The implementation of the new graduated response, the change from Statement to Education, Health and Care plan, the disappearance of SA and SA+ alongside the changes to the funding of SEN. There is a 3 year transition period during which two systems will be running.
The department monitors progress of pupils with SEN through a Plan Do and Review system. Whole school SEN data is reviewed three time a year. Pupils transferring to the school below level 3 at English are offered Literacy Support and those who’s reading comprehension and/or spelling is 2years below their chronological age are offered a range of personalised literacy interventions. We also commission the STAPs Dyslexia teacher weekly to work with pupils in year 7 who have significant literacy difficulties.