The school operates a policy of inclusion which, "acknowledges the social, emotional and cognitive factors that contribute to school learning and participation" (Removing barriers to Achievement - The Government's Strategy for SEN (DCSF 2004). The school takes very seriously its responsibilities towards all students with additional needs and every effort is made to match provision to need. We follow the staged approach to identification and assessment of additional needs (Department for Children, Schools and Families Code of Practice).
All staff are informed of any additional needs a student has via an Individual Provision Plan and Additional Needs Register.
Whether a student's learning difficulties are general or specific, sensory or physical, we favour integration within the normal class, with full access to teaching subjects by specialists.
The school has close links with the feeder primary schools to ensure smooth transition for all students. Vulnerable Year 6 students are welcomed on a series of three transition visits during the summer term prior to starting at The Chase. Parents are then invited to an extra welcome evening to ensure that the student has settled in well. Parents are encouraged to contact the department if they have any concerns.
All students with additional needs have baseline assessments to ensure that needs are addressed and that they make measured progress. These needs are met through:
◦ Differentiated curriculum through liaison with subject staff
◦ Dissemination of information to staff via Individual Provision Maps
◦ Individual and class support with specially trained department Teaching Assistants
◦ Intervention Programmes as necessary- some being held after school to reduce the impact on the curriculum.
◦ Packs to enable parents to support their children at home (eg spelling , grammar, punctuation, numeracy)
◦ An excellent network of Outside Agencies who come into school to offer further advice as necessary.
"Reading booster work to support weaker literacy skills, master classes to challenge the more able and better-targeted support for those with learning difficulties and/or disabilities are helping to ensure all groups of students are better served." OFSTED 2009
All parents of students at ‘School Action Plus' or with a ‘Statement of Educational Needs are invited to a Review meeting at least once a year to ensure that progress is being made and to identify any further provision that might need to be made. Other meetings are arranged as necessary and during Consultation Evenings.
The specialist accommodation in the Learning Centre includes two teaching rooms and a nurture room for vulnerable students. Some students will spend part of their school week in the Learning Centre, to receive additional help and teaching. The centre can also be used as a "safe haven" where pupils can come at lunchtime or attend after school to complete homework or coursework.
Teaching Assistants undergo continued Professional Development, enabling them to take part in or run intervention programmes for students with additional needs.
Specific Learning Difficulty (Dyslexia)
We currently have three members of staff with qualifications in SpLD. Some students are offered Special Tuition to address their needs. Students are monitored throughout their school career and are assessed during Year 9 to establish appropriate access arrangements for public examinations. Every effort is made to support individual children according to their needs.
Integrated Services - Specialist Support (ISSS)
For many years, the school has received support from ISSS for profoundly deaf pupils; this has enabled students to be integrated into mainstream education. They have been supported by specialist teaching and teaching support staff from ISSS. All staff have additional qualifications and sign language skills.
Learning Resource Centre
We have two members of staff with responsibility for monitoring students with moderate learning difficulties. These students are integrated into the mainstream school for most of their lessons, but also receive small group and individual tuition.
Some students who find it very difficult to cope in school, have some timetabled provision in The Beacon Room. Here they continue their studies and address any literacy or social difficulties within a nurturing environment.
"The recently reviewed provision for those with learning difficulties and/or disabilities ensures that they make good progress. Mentoring, anger management counselling, health and well-being specialists, and extra study classes support students very well, especially those with additional needs." OFSTED 2009