What strategies and resources will the School use to support pupils with SEND?

The lists below give some examples of the resources and interventions that may be available to meet the individual needs of SEND students at each stage of need. This is a guide and not a definitive list.

1. High quality classroom teaching and skilled differentiation

In addition to the benefits of skilled differentiation, students requiring extra support may have access to the following, according to their identified needs:

  • Differentiated curriculum and teaching
  • Academic mentoring
  • KS4 options tutorials
  • Learning Mentors
  • Homework clubs
  • Catch-up clubs
  • CLCH Support – School Nurse
  • Therapist /counsellor support
  • Literacy Intervention Programme
  • Pastoral team support
  • Independent Careers Advisors
  • Behaviour for Learning Centre: personalised programmes to support social and emotional development

2. SEN Support

In addition to the support provided above, pupils at the SEN Support stage may have access to some of the following, according to their individually identified needs:

  • Pupil Profile: a document in which student and staff collaborate to agree targets and learning strategies.
  • Targeted Learning Support Assistant (LSA) or Learning Support Teacher (LST)
  • Dyslexia Specialist and / or Speech and Language Therapist (SALT) support
  • Tri-Borough outreach support, advice and intervention
    Smaller support classes in certain subjects
  • Referral to CAMHS
  • Further specialised differentiated support, according to the needs of the pupil.

3. Education, Health and Care Plan

At this stage, in addition to the support mentioned in stages 1 and 2 above, students will have a personalised support plan based on their EHCP. This could include the following, as appropriate to the needs of the student:

  • LSA in class, suited to the needs of the student
  • Specialist equipment or resources to enable full access to learning and school life
  • Speech and Language Therapist intervention sessions
  • Learning Support Teacher intervention sessions
  • Specialist Dyslexia Teacher intervention sessions
  • 1:1 outreach support from the Tri-Borough SEND team including specialists in visual and hearing impairment, ASD, SLCN, occupational therapy, physiotherapy.
  • Alternative Provision: courses of study outside the usual curriculum offer, sometimes off-site.

The purpose of an EHCP is to make special education provision to meet the special educational needs of a child or young person, to secure improved outcomes in education, health and social care and, as he/her gets older, prepare for adulthood. An EHCP will:

  • include the views and aspirations of the parent(s) / carer(s) and the student
  • give a description of the student’s special educational needs and any health and social care needs
  • establish the expected outcomes and measures of the student’s progress
  • specify the provision required and how professionals in education, health and social care will work together to meet the student’s needs and support the achievement of the agreed outcomes.

The request for the local authority to conduct an assessment of a student’s needs can come from the parent (s) / carer(s), the student (where appropriate and aged 16 or over) and/or the School (usually the Director of SEN, SENCo or Headteacher). This assessment may lead to an EHC Plan.

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.