|Ms Judith Purkiss||Interim SENCO: email@example.com|
|Mr M Attwood||Assistant SENDCO: firstname.lastname@example.org|
|Ms M Leonce||Head of Behaviour Support: email@example.com|
|Ms A Ingamells||RP Lead: firstname.lastname@example.org|
|Ms Carolyn Lambert||SEN Administrator|
|Ms T Akhtar||Complex Needs TA|
|Ms J Barnett||Learning Support TA|
|Mr M Cebrian||Learning Support TA|
|Ms S David||Autism Provision TA|
|Mr T Davis||Behaviour Support TA|
|Mr M Dyer||Behaviour Support TA|
|Ms D Fitzsimmons||Autism Provision TA|
|Mr N Houssein||Behaviour Support TA|
|Ms B Kaur Kalsi||Learning Support TA|
|Mr R Lawoyin||Behaviour Support TA|
|Mr B Keser||HLTA, Complex Needs|
|Ms J Priyarathan||Learning Support TA|
|Ms M Saib||Learning Support TA|
|Ms R Sandhu||Learning Support TA|
|Ms L Samuels||Learning Support TA|
|Mr M Sanyang||Autism Provision TA|
|Mr S Walker||Learning Support TA|
|Aksa Ameen||ASD TA|
|Fariha Ullah||ASD TA|
Special Educational Needs Information Report
The SEND team comprises staff with a complementary collection of skills and knowledge. As SENCO, Ms Hart incorporates her work and experience of student behaviour management at borough level along with a strong teaching and learning background to lead the SEND Department. Mr Attwood, Head of Learning Support, has strong understanding, skills and knowledge of special educational needs and disabilities and also oversees Medical Care Plans and Exam Access Arrangements. Ms Leonce specialises in ESBD (Emotional, Social and Behavioural Difficulty) which may include students with ADHD (Attention Deficit Hyperactivity Disorder) or students where challenging behaviour is impacting negatively on their learning, achievement and progress.
The SEND department team is large and includes 12 Teaching Assistants (TAs). Teaching Assistants receive continuing professional development so they are able to differentiate fully for the varying needs of a range of students on the SEND Caseload and those in the Complex Needs Group (please see below).
The SEND leadership team are keyworkers for certain students. There is a SEND student Priority List and students on this list have been allocated to team members according to their strengths. Pupil Profiles are devised for all students on the SEND Priority List; these profiles are issued to teachers and teaching assistants so that they are aware of the needs of these students.
The SEND department works both in a specialised way, devising individualised programmes according to students’ needs and is also incorporated into the fabric of the school.
The SEND department delivers advice to teachers on accessing and delivering the curriculum; differentiating the work accordingly. Students are supported by both differentiated work and teaching assistant support where appropriate to make the expected rates of progression.
A Complex Needs Group has been established since September 2013 and has proved very successful. This involves students working below age appropriate levels and the curriculum is project based and includes English, Maths and Life Skills (ASDAN) projects. B square is used for students who are working below expected levels. The Complex Needs Group is highly specialised in using colourful semantics and numicon to further English and maths teaching. This specialised programme is designed specifically for Little Ilford School students with complex needs. It will award them with an academic qualification when they leave at the end of year 11 through ASDAN subjects that match their needs. Books are being annotated as the students’ make progress. The curriculum is similar to a KS1 curriculum and children with complex needs at Little Ilford School have regularly achieved GCSEs.
To further support students’ literacy, the SEND department runs Homework, Reading and Lexia Clubs in the morning from 7.30am until 8.15am.
Moving from dependency to independency is a key aspect for all SEND students.
Certain students are provided with the opportunity of obtaining an ASDAN qualification, which is implemented and taught by Mr Attwood.
In terms of individual students’ needs, the department uses ‘Lexia’ - a programme which is designed for dyslexic students, but extends to the needs of many of the students’ under the SEND remit in terms of addressing their literacy.
Mr Attwood also oversees Exam Access Arrangements for students. This may involve applying reading and writing tests and tests for dyslexia for students where appropriate.
For students presenting with challenging behaviour, Ms Leonce liaises with the Local Authority Behaviour Support Services for implementation of Pastoral Support Programmes (PSPs). The PSPs are a 16-week programme which are implemented when students with challenging behaviour become at risk of permanent exclusion. In Newham, the PSPs have a 95% success rate where avoiding permanent exclusion is concerned. Students on PSPs or with behavioural difficulties will be supported by specialised teaching assistants, experienced at working with challenging behaviour and also with a strong focus on students’ learning and attendance. Ms Leonce will liaise with pastoral achievement leaders and deputy pastoral achievement leaders to facilitate support and implement strategies for individuals and groups of students. The pastoral support programme involves strong school and parent/carer liaison.
The behaviour support team also provides 1:1 mentoring; in-class support; referrals where necessary and works closely with the local authority. Ms Leonce is also responsible for liaising with the Educational Psychologists and arranging referrals where appropriate
The SEND department maintains strong and productive links with parent/carers throughout: here are some links to useful websites related to SEND:
For further advice:
Newham Parent Partnership Service
The Web Building
49-51 The Broadway
Tel: 0203 373 2871 ext 32871