SEND information report 2019-20 How does the school admission policy consider students with SEN or a disability? All students regardless of their SEN or Disability follow the same admissions procedure through Pupil Access (01772 532190) but their transition will be tailored to their needs; for example, what they may need to be adapted for the child to both physically and mentally cope with school life. They may be invited into school several times prior to starting Year 7 so they can experience what life is like at Ashton Community Science College (ACSC). If your child has a disability please feel free to come and look around our school to see how Ashton Community Science College can meet the needs of your child. We would ask that you make an appointment by phoning 01772 513002.
How does the school know if children/young people need extra help and what should I do if I think my child/young person has special educational needs? At different times in their school life, a child or young person may have a special educational need. The Code of Practice 2014 defines SEND as follows: “A child or young person has SEND if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: a) Has a significantly greater difficulty in learning than the majority of others the same age, or b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. Where a student’s progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEND. Information will be gathered, including seeking the views of parents and the student, as well as from teachers and assessment data. There can be a many reasons for a pupil to ‘fall behind’. These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The school understands that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable pupils have SEND. Only those with a learning difficulty which requires special educational provision will be identified as having SEND. We will use appropriate screening and assessment tools and ascertain student progress through: • Evidence from teacher observations and assessment; • Student performance against level descriptors for the National Curriculum or PIVAT levels. • Information from parents / carers; • Information from feeder schools • Subject Leaders and Progress Managers will monitor the attainment and progress of students with special educational needs as part of their role. They will ensure that the SENCO is kept fully informed. If you have any concerns regarding your child’s progress or well-being, then please speak to your child’s Progress Manager in the first instance, then Mrs Parker (SENCO) to discuss your concerns.
How will the school support my child/young person? If a learner is identified as having SEND, we will endeavour to provide support that is ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching intended to overcome the barrier to their learning. When providing support that is ‘additional to’ or ‘different to’ we engage in a four-stage process: Assess, Plan, Do and Review. Assess – this involves taking into consideration all the information from discussions with parents or carers, the child, the subject teachers and assessments. Page 1 of 7