How does St Marylebone meet the individual needs of students with SEND?

1. High quality classroom teaching and skilled differentiation.

Classroom teachers know the needs of their students and seek to differentiate effectively to ensure students with SEND make progress in line with high expectations. Teachers seek advice and support from the SEND team so that appropriate and personalised strategies are used in the classroom.

Students’ progress, attainment and behaviour for learning is carefully monitored and patterns or concerns addressed.

2. SEN Support.

Where high quality teaching and skilled differentiation do not have the required impact on the progress of students with SEND, the class teacher, working with the Head of Year and SEND team, should assess whether the child has a learning difficulty requiring further SEN Support. This will require an assessment of need involving the student, the parent, Head of Year and SEND team. It is possible that further professional advice would be sought at this stage, as appropriate. This next stage is called SEN Support.

At this stage, we take the graduated approach of ‘Assess, Plan, Do, Review’, as guided by the new SEND Code:

  1. Assess: the need is assessed, understood and communicated as appropriate.
  2. Plan: an evidence-based intervention plan is agreed, including time-frames, expected outcomes, stretching and relevant academic and developmental targets.
  3. Do: the plan is implemented.
  4. Review: the impact of the plan is monitored and evaluated in line with the agreed time-frame. Reviews may include meeting with parents and relevant professionals.

Teachers will include the recommendations of each student’s intervention plan in their teaching. High quality teaching and skilled differentiation continues.

3. Education, Health and Care Plan (EHCP)

In cases when a student continues to make little or no progress, despite all intervention, the school will consider involving other specialists as appropriate to support the student’s needs. This might include educational psychologists, speech and language therapists or dyslexia specialists. If the student still does not make expected progress, even with all this additional SEN Support, then the School will work with the student and parent to request a statutory assessment from the Local Authority. This could result in an Education, Health and Care Plan (EHCP). If an EHCP is given by the Local Authority, it will define the student’s needs and the specialist help and provision required to meet those needs. The School will then ensure that the educational recommendations of EHCP are implemented.