Whole School Vision and Ethos
At Walton-le-Dale we aspire to Belong, Explore and Excel!
Our Vision for SEND
At Walton-le-Dale we believe that children with SEND have barriers to overcome, not limitations. We are ambitious for all of our learners and firmly believe that they can achieve. Young people are at the very heart of everything we do and breaking down the barriers to their learning to allow them every success, both at school and beyond into adulthood, is our absolute priority.
Our Mantras
Intervention for children should happen within the classroom as much as possible.
All children should be given the tools to help them work independently and successfully.
All children with or without SEND can achieve
Young people are at the very heart of everything we do and breaking down the barriers to their learning is our absolute priority. Small class sizes, a differentiated curriculum, in class support and targeted interventions enable us to include children successfully within this mainstream environment.
We have a strong team of teachers and teaching assistants, including specialists in literacy and numeracy intervention and stop at nothing to ensure the very best nurturing and progress driven support.
Meet the Team
Mr J Gardner SENCO
Mr A Straw: Assistant SENCo
Mrs N Robinson HLTA
Miss Zodia Matthews HLTA
Transition
Periods of transition can be difficult for all students, more so for those with additional needs, and indeed their parents. we recognise this and work tirelessly with our feeder primary schools, post 16 partners and outside agencies to ensure that a smooth and seamless transition is facilitated, all relevant information is shared and all parties feel confident in taking those next steps.
Transition between Key stage 3 and 4 is also well planned to ensure support needs can be facilitated and progress maintained.
School – Access Arrangements
Access arrangements and reasonable adjustments are put in place for students with specific needs, such as special educational needs, disabilities or temporary injuries. Students are identified and their needs assessed during year 10.
Approved Access arrangements are put in place for internal school tests, mock examinations and examinations and form a normal way of working as a reasonable adjustment made in the classroom as part of our commitment to quality first teaching.
Intervention
Students identified as needing interventions are either identified from their previous school, tests or teacher/ head of house referrals. Initially, students will be assessed by analysing the results of the SATs and CATs scores, a list is then created of individuals who we feel may need further testing.
Mrs Ashton is fully trained in administering a full suite of learning assessments and we also liaise with our EP and Specialist Teacher team to ensure no stone is unturned. Once assessments have been conducted, evaluation of performance and results determines which form of intervention will best suit the individual’s needs.
The SEND department offers, IDL Literacy and Little Wandle (FFT Approved Letters and Sounds Revised’, which is a systematic and synthetic phonics programme.
For Numeracy, the interventions include, IDL numeracy and personalised Pre – teach and booster sessions.
Progress is assessed at various points throughout the year in order to ascertain whether the student still requires support.
In addition, we offer intervention to boost emotional regulation, confidence and self- esteem and to reduce anxiety.
We are a Thrive School fostering a Trauma and ACE informed approach and have a licensed Thrive Practitioner supporting our must vulnerable students.
The SEN Register
Information collated during transition meetings and via communications with our feeder schools is used to determine if the student should be placed on the SEN register. If a student has received interventions within a 6 month period, has received a CAT test of 84 or less, has a diagnosis and additional support is required they will be placed on the K (additional support) register.
The SEND Support register is widely available to staff so that the needs of students can be catered for within their lessons and quality first teaching can be delivered. These students will have a pupil passport to advise staff re their needs and strategies best used to facilitate rapid progress.
It may not be required for a student to be on the SEND Support register for long periods of time, and they may be removed once interventions have been successful, equally some students may remain on the register for their duration at Walton-le-Dale.
Students who have an Education and Health Care Plan (EHCP) will be placed on the SEN register with an E, these students will have annual reviews and may (depending on their individual plan) have teaching assistant support within lessons and / or targeted interventions.
The Department
Walton-le-Dale are fortunate to have a learning support team who strive to support the needs of students requiring additional help. All of our team are dedicated to supporting our young people and will maintain regular contact with parents.
