|C Lambert||SEN Administratoremail@example.com|
|M Attwood||Assistant SENCO/Head of Learning Supportfirstname.lastname@example.org|
|H Hussain||Autism Resourced Provision Leademail@example.com|
|D Adewusi||Autism Provision Teaching Assistant|
|Z Afzal||Autism Provision Teaching Assistant|
|M N Ahmed||Learning Support Teaching Assistant|
|M Ali||Learning Support Teaching Assistant|
|S Barker||Autism Provision Teaching Assistant|
|J Barnett||Learning Support Teaching Assistant|
|A Bhoghal||Autism Provision Teaching Assistant|
|T Bianchi||Learning Support Teacher|
|S Bishop||Learning Support Teaching Assistant|
|M Cebrian||Learning Support Teaching Assistant|
|N Gul||Autism Provision Teaching Assistant|
|M Jammeh||Autism Provision Teaching Assistant|
|K Kelly||Autism Provision Teacher|
|B Keser||Higher Level Teaching Assistant|
|R Pedraza||Autism Provision Teacher|
|J Priyarathan||Learning Support Teaching Assistant|
|M Saib||Learning Support Teaching Assistant|
|R Sandhu||Learning Support Teaching Assistant|
|L Samuels||Learning Support Teaching Assistant|
|M Sanyang||Higher Level Teaching Assistant/Autism Provision Teacher|
|I Syed||Learning Support Teaching Assistant|
|S Walker||Learning Support Teaching Assistant|
|D Woodhead||Autism Provision Teaching Assistant|
SEND Provision at Little Ilford School
The Special Educational Needs and Disabilities Team (SEND) team comprises staff with a range of skills and knowledge. The SEND team works collaboratively with pastoral teams and the behaviour support team to develop an inclusive approach to learning. Externally, the SEND team maintains strong and productive relationships with the London Borough of Newham SEN Department as well as with its specialist services. These include the Newham Sensory Service, Newham Language Communication and Interaction Service (LCIS), the Newham Educational Psychology Service, the Child and Adolescent Mental Health Service (CAMHS), the NHS and other external agencies. We seek at all times to provide the best possible holistic support for students. The team oversees Medical Care Plans and Exam Access Arrangements.
Levels of need are categorised under four main headings
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health Difficulties
Sensory and/or Physical Needs
The SEN Register reflects that just under 21% of the students attending Little Ilford School have an additional learning need. A small percentage of these students have an Education Health and Care Plan (EHCP), with the remaining students being supported at SEN Support level.
At Little Ilford our SEND and inclusion offer consists of:
The Autistic Resourced Provision (ARP) which has places for twenty-five students with an Education Health and Care Plan (EHCP). Places are allocated by the London Borough of Newham.
The Bridge Group which offers a differentiated programme of learning for students with additional complex learning needs, all of whom have Educational Health and Care Plans (EHCPs)
The mainstream school also provides learning support for students with an Education Health and Care Plan (EHCP) with a broad range of learning needs, including autism (ASD), speech language and communication needs (SLCN) Attention Deficit Hyperactivity Disorder (ADHD) and moderate learning difficulties (MLD). In addition to the students with an Education Health and Care Plan (EHCP), many students are supported at SEN Support to reach their full potential.
Reading recovery via the Lexia programme
Some in class support where necessary
Small group interventions for ASD
Circle of Friends
Speech and Language programmes
Special Examination Arrangements
Teachers and Teaching Assistants are committed to ongoing personal and professional development in order to extend their knowledge and expertise. Opportunities are also given for all staff to benefit from a range of twilight INSETs on SEND issues including policy and practice.
This continuing professional development (CPD) enables the team to support teachers to differentiate fully for the varying needs of the range of students on the SEND Caseload in the mainstream, as well as those in the Resourced Provision and Bridge Group.
At Little Ilford School, students with Special Educational Needs and Disability (SEND) are fully integrated into the life of the school. The school believes that students learn most effectively when they feel valued and their efforts and achievements are recognised. The curriculum for students with SEND is the curriculum offered to all students, including those with exceptional abilities and disabilities. Students have access to all clubs, visits and trips. A more bespoke curriculum is offered to meet the needs of students within the Autistic Resourced Provision and the Bridge group.
The success of the school’s policy for SEN and Disability is dependent on a whole school approach to supporting students with SEND. All teachers in every department have the responsibility to provide the learning opportunities necessary to meet all students’ needs and to ensure the progress of students with SEN and/or Disability. This is monitored closely by Heads of Department and the SEN team. SEND provision, in conjunction with the arrangements for pastoral care, reflects the school’s values of Courage, Compassion and Commitment.
Primary to Secondary Transition
To support the secondary transition process, the SEN team attends Transfer Reviews for students with EHC plans in the Summer Term prior to the student’s admission. This helps to ensure a smooth transition from Key Stage 2. Where possible the SEN team will visit year 6 students in their setting to support transition further. When required, students who need further support with transition will be invited to attend the school in the summer term.
Assessment Monitoring and Review
Assessment, monitoring and review form the basis of identifying and addressing the needs of students with SEND. The views of the student and parents are essential in planning for and the monitoring of progress. When needs have not been identified in primary school, a referral system is also in place to identify any undiagnosed needs. Referrals come from teachers. The SEND Department works alongside staff, following our referral procedures to explore possible needs and make referrals to external agencies as necessary..
Student profiles are devised for all students on the SEN Register; 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 ensuring that the learning support is 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.
The Bridge Group comprises students from different year groups, working below age-related expectations: they have additional needs, including Down’s Syndrome, autism and medical needs. The curriculum is project-based and includes English, Mathematics, Science and Life Skills (ASDAN) projects. B squared is used as an assessment tool for students who are working below expected levels. Teaching in the Bridge Group incorporates the use of colourful semantics, numicon and Lexia to support core subject teaching. Moving from dependency to independence is a key aspect for all SEND students.
Welcome to ASD
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