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SEN Department

 

“A true friend knows your weaknesses but shows you your strengths; feels your fears but fortifies your faith; sees your anxieties but frees your spirit”

William Arthur Ward

 

Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

Chinese proverb

 

 

SPECIAL EDUCATIONAL NEEDS DEPARTMENT AT HARRIS ACADEMY PECKHAM

 

Aims:

         Our aim is to support pupils and staff to ensure that all pupils have an equal chance to meet their full potential.

Objectives:

  • To ensure that all pupils have access to a   broad and balanced curriculum
  • To provide a differentiated curriculum appropriate to the individual’s needs and ability.
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career
  • To ensure that SEN pupils take as full a part as possible in all school activities
  • To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment
  • To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision

We recognise that many pupils will have special needs at some time during their school life and we believe that pupils can be helped to overcome their difficulties.

Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and pupils working together.

 

Children must not be regarded as having learning difficulties solely because their language, or form of the home language, is different from that in which they are taught

 

Harris  Academy @ Peckham will have due regard for the Special Needs Code of Practice when carrying out duties towards all pupils with special educational needs, and ensure that parents are notified when SEN provision is being made for their child.

Types of SEN

 

Cognition and learning

Behavioural Emotional and Social Difficulties

(BESD)

Communication and interaction

Sensory and /or Physical

Specific  learning difficulties (SPLD)

Eg. Dyslexia , Dyspraxia

Dyscalculia

 

Moderate learning Difficulties (MLD)sometimes called Global Learning Delay

 

Severe Learning difficulties (SLD)

 

Profound and multiple Learning Difficulties (PMLD)

Behavioural and emotional Difficulties

 

 

Attention Deficit Disorder (ADD)

 

Attention Deficit Hyperactivity Disorder (ADHD)

 

Speech and language Difficulties

 

 

Autistic spectrum Disorder

 

Asperger’s Syndrome

Hearing impairment

 

Visual impairment

 

Multi- sensory impairment

 

 

 

The Code of Practice advocates a graduated response to meeting pupils’ needs. When they are identified as having SEN, the school will intervene through School Action and School Action Plus as described below.

 

SCHOOL ACTION

School Action is characterised by interventions that are different from or additional to the normal differentiated curriculum. School Action intervention can be triggered through concern, supplemented by evidence that, despite receiving differentiated teaching, pupils:

  • Make little or no progress
  • Demonstrate difficulty in developing literacy or numeracy skills
  • Show persistent emotional/behavioural difficulties which are not affected by behaviour management strategies
  • Have sensory/physical problems, and make little progress despite the provision of specialist equipment
  • Experience communication and/or interaction problems and make little or no progress despite experiencing a differentiated curriculum

 

If the school decides, after consultation with parents, that a pupil requires additional support to make progress, the SENCO, in collaboration with teachers, will support the assessment of the pupil and have an input in planning future support. The subject teacher will remain responsible for planning and delivering individualised programmes. Parents will be closely informed of the action and results.

 

 

SCHOOL ACTION PLUS

School Action Plus is characterised by a sustained level of support and, where appropriate, the involvement of external services. Placement of a pupil at this level will be made by the SENCO after full consultation with parents at an IEP review undertaken within School Action. External support services will advise on targets for a new IEP and provide specialist inputs to the support process.

 

School Action Plus intervention will usually be triggered through continued concern, supplemented by evidence that, despite receiving differentiated teaching and a sustained level of support, a pupil:

  • Still makes little or no progress in specific areas over a long period
  • Continues to work at National Curriculum levels considerably lower than expected for a child of similar age
  • Continues to experience difficulty in developing literacy/numeracy skills
  • Has emotional/behavioural problems that often substantially impede own learning or that of the group, and this may be despite having an individualised behavioural management programme.
  • Has sensory or physical needs requiring additional specialist equipment or visits/advice from specialists.
  • Has communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning

 

 

IDENTIFICATION, ASSESSMENT, AND PROVISION

 

At Harris Academy Peckham, we have adopted a whole- school approach to SEN policy and practice. Pupils identified as having SEN are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school.

 

The SEN Code of Practice 2002 makes it clear that;

All teachers are teachers of pupils with special educational needs.

All teachers are responsible for identifying pupils with SEN and, in collaboration with the SENCO will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment is the process by which pupils with SEN can be identified. Whether or not a pupil is making progress, is seen as a significant factor in considering the need for SEN provision.

 

Early Identification

Early identification of pupils with SEN is a priority. We use appropriate screening and assessment tools, and ascertain pupil progress through:

  • Evidence obtained by teacher observation/ assessment.
  • Their performance in N.C. judged against level descriptions.
  • Standardised screening or assessment tools namely:
  1. Screening /diagnostic tests- CATS test, NFER numeracy and reading tests,
  2. Reports or observations- tracking of Year 7
  3. Records from feeder schools-Primary liaison
  4. Information from parents
  5. National Curriculum results at Key stage 2,3&4
  6. External exam results
  7. Pupil portfolios
  8. Pupil track results

 

 

The SEN Department  

SEN STAFF LIST – SEPT  2012

 

No

Name

F/T – P/T

 Responsibility 

Teachers

1

Mr B Opeku

F/T

SENCO +  Managing the SEN CODE, Literacy, Dyslexia , RE teacher

2

Ms M Veira

F/T

Assistant SENCO + Managing the SEN CODE, Literacy , Dyslexia

3

Ms R Castro

 TUE, WED, THU, FRI

Specialist Teacher (Dyslexia), Dyslexia Centre. Assessments for Exam Access arrangements.

4

Ms C. Johnson

F/T

Transition Class Teacher

Full Time  LSA’s

5

Ms M Hosef

F/T

 LSA I/C Numeracy  – In Class Support numeracy

6

Ms  F Dezouza

F/T

LSA in charge Literacy , withdrawal groups for Literacy

7

Ms S Russell

F/T

LSA in charge of  Speech and Language , In class support , withdrawal groups for Speech and Language Therapy

7

MR E. Alam

F/T

In -class support, SA Plus Key Worker

8

Ms H Belayeneh-Kebede

F/T

In -class support, SA Plus Key Worker

9

Ms P Caprice

F/T

In -class support, SA Plus Key Worker

10

Ms S James

F/T

In -class support, SA Plus Key Worker

11

Mr T Ajibona Daniel

F/T

In class support ,  SA Plus Key Worker, 7&8 Transition in-class support ,

12

Mr. A Muhammed

F/T

In -class support, SA Plus Key Worker

13

Ms R Posiadly

F/T

 Intervention Centre   Admin Assistant

14

Ms O Ololade

F/T

In -class support, SA Plus Key Worker Year 7&8 Transition in-class support

 

The SENCO, Mr B K Opeku is responsible for the day to day management of the department and he plays a crucial role in the school’s SEN provision. He is supported by Ms M Veira who is the Assistant SENCO and their roles include the following:

  • Overseeing the day-to-day operation of the SEN policy
  • Co-ordinating the provision for pupils with SEN
  • Liaising with and giving advice to fellow teachers
  • Managing Learning Support Assistants and SEN teachers
  • Overseeing pupils’ records
  • Liaising with the parents
  • Making a contribution to INSET
  • Liaising with external agencies, LEA support services, Health and Social Services, Connexions PA and voluntary bodies.
  • Working with all the other service providers in the Intervention Centre

 

On entry to the school each child’s attainment will be assessed in order to ensure continuity of learning from Primary school, or transference from another Secondary school.  For pupils with identified SEN, the SENCO and Assistant SENCO would do the following:

  • Use information from the Primary school to shape the pupil’s curriculum and pastoral provision in the first few months
  • Identify the pupil’s skills and note areas that require support
  • Ensure on-going observations/assessments provide regular feedback on achievements/ experiences, in order to plan next steps in learning
  • Ensure pupils have opportunities to demonstrate knowledge and understanding in subjects and in the pastoral programme
  • Involve pupils in planning/agreeing their own targets before an IEP is written.

 

 

The IEP will record only that which is different from or additional to the normal differentiated curriculum, and will concentrate on three or four individual targets that closely match the pupil’s needs. The IEPs will be discussed with the pupil and the parent.

 

REVIEWING IEPs

IEPs will be reviewed every term by SEN staff who key work pupils on the SEN register.   They will endeavour to hold the reviews in an informal manner, and parents’ views on their child’s progress will actively be sought. Wherever possible or appropriate the school will involve pupils in this process.

 

Provision

Pupils identified would receive in-class support in lessons or they are withdrawn to the Intervention Centre to have structured lessons in the Literacy, Numeracy, speech and language and Behaviour.

 

 

LITERACY Intervention

 

  Students with low literacy levels are withdrawn to the intervention Centre for structured literacy sessions.  The reading ages of students are recorded in year 7, through a series of reading tests, and those with lower than average results are placed on a Literacy programme.  Students are withdrawn from lessons twice a week in small groups, where the teacher is able to prepare lessons which are appropriate for their reading ability.  The number of students in each group is small, between 4 and 6, as this allows the teacher to give support to individual students.

Once a student is identified in Year 7 they tend to continue to receive support until adequate progress is made.  We follow schemes of work which are created to teach students basic reading and writing as well as coincide with work they will be expected to do in other subject areas.   We use a wide range of teaching resources such as National Literacy Strategy and Literacy Progress Units, as well as computer resources such as Wordshark and Education City.  There is also a focus on guided reading within these literacy groups, and we have a vast amount of reading books which are appropriate for varying abilities.  Some of our work also aims to encourage students to gain confidence in speaking and listening, so we ask students to give presentations on books we have read and topics that they are interested in.

Students are assessed at the beginning and end of each term, using Progress in English tests, free writing exercises and Stiles Self Checking books.  If a student has made sufficient progress they are able to make the transition back into lessons.

Dyslexia Intervention

Students with dyslexia or dyslexia like symptoms have difficulty in acquiring reading skills that are needed to fully access the curriculum. Each student with dyslexia has a different pattern of difficulties.  Typically, the literacy difficulties of dyslexic students mask their intelligence and ability.

Students with very low reading ages are referred to the Dyslexia Unit for assessment. They are given initial assessments which check their reading, spelling and comprehension skills. On completion of assessments students are placed in groups with other students with similar reading ages or difficulties. Lessons are taught using a multi-sensory approach combining visual, auditory and kinaesthetic learning styles. Often work starts at phoneme level with alphabet-sound correspondence, building up to sound blending, word reading simple sentences reading.  Every student is given the chance to build on knowledge he/she   has already acquired.

Because of difficulties with understanding complex instructions which are characteristic of some dyslexics, we in the dyslexic unit structure our lessons so that instructions are simple and broken down in separate steps. Crucial information is repeated at relevant phases on longer tasks. Our lessons have lots of beginnings and endings as information is more easily absorbed in that way.  Re-learning and recapping are practices that we frequently use to help understand and retain knowledge.

 We encourage students to use mind maps for note taking and essay writing especially important for KS4 pupils.

We also support students who come to the Dyslexia Unit with organizational skills, checking they understand their homework, timetable and equipment. We attempt to build our students self-esteem by gratifying even small improvements. Rewards in the form of positive letters and postcards home are good incentives to encourage better work.

Teachers in the Dyslexia Unit aim to establish good relationships with parents and carers of the students we work with. We involve them in the planning of the education plan which we put in place for the student as they have a good understanding of issues that may affect the student.

The Dyslexia Unit is also responsible for organizing the assessment of pupils who may be eligible for Access Arrangements during their GCSE examinations. This support can range from a pupil having extra time during exam, having a Reader or a Scribe.

The Dyslexia Unit has a wide range of resources specifically designed to help students to learn. Many of our resource material are supplied by London Dyslexia Association (LDA

IN-CLASS SUPPORT

Apart from receiving support in the Intervention Centre, majority of SEN pupils receive in-class support which is usually provided by LSAs or SEN teachers. The expectations of SEN teachers and LSAs are as follows:

Role of a SEN Teacher

SEN Support teachers work in liaison with class and subject teachers but generally under the direction of the SENCO.  They can also be expected to:

  • write and review the IEP’s for those pupils they ‘key work’, collating contributions from subject and pastoral colleagues and/or contributing to the IEP’s and reviews of other SEN pupils they support.
  • help plan an appropriate package of intervention and follow a timetable of support set up with the SENCO, in consultation with class/subject teachers
  • make sure all those who work with the pupil are aware of the pupils’ needs and what this means in practice, meeting with subject teachers to discuss provision where possible
  • Ensure (with the class teacher) that the parent is supporting the IEP and kept informed of the pupil’s progress
  • Ensure the pupil is fully involved and aware of the IEP targets
  • Work collaboratively with the class teacher to differentiate the lesson including assisting preparation of modified activities, texts and materials: and on specific tasks and activities
  • Provide additional teaching to individuals or groups of pupils in the classroom to:
    • enable them to access the curriculum
    • develop basic skills
    • make progress towards their IEP targets
  • ensure pupils are following work set in the class including homework
  • Withdraw individuals and groups for specialist input eg. intensive literacy tuition
  • undertake specialist assessment of and planning for those they withdraw e.g. for intensive literacy input
  • follow a particular programme that has been set up by an outside agency such as Speech Therapy, EPS or LSS
  • train and oversee the work of a Learning Support Assistant
  • keep records and lead or be involved in meetings with parents and outside agencies
  • to focus on Statemented pupils
  • carry out management tasks as directed by the SENCO

 

Role of a Learning Support Assistant (LSA)

Learning Support Assistants (also known as LSAs and TAs) work under direction of a SEN Teacher or SENCO.  They can be expected to:

  • follow a timetable of support set up by the SENCO, working with the class/subject teacher to meet the pupils’ needs
  • meet regularly with the class/subject teachers to plan the support
  • work with small groups or individuals, mainly within the classroom
  • provide additional support to individuals or groups of pupils in the classroom to:
    • enable them to access the curriculum
    • develop basic skills
    • make progress towards their IEP targets
  • adapt materials and modify work to support the pupils especially for those with sensory impairments
  • ensure pupils are following work set by class teachers including homework

 

  • help ensure the pupil is fully involved and aware of the IEP targets
  • work with pupils outside the classroom under the direction of the teacher and/or SENCO
  • support pupils with fine or gross motor, mobility or sensory difficulties get around the school building
  • follow a prescribed programme set up by the SENCO and/or other outside agency
  • maintain records of their intervention
  • provide brief reports about the pupils
  • The support teacher/assistant is there primarily to support the SEN pupils.  A support teacher should also provide curriculum input.  In the partnership approach both the class and support teacher can negotiate working with identified pupils when appropriate, swapping roles.
  • The class teacher is primarily responsible for the curriculum content of the lesson although it is better if they work co-operatively with the support teacher.  The support teacher should welcome the opportunity to make relevant curriculum input e.g. additional explanation, adapted activities or materials, targeted at but not necessarily solely for the SEN pupils.

 

 

 

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