The Class Teacher
He/She is responsible for:
- Ensuring that all children have access to high quality teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
- Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support, adapting resources etc..) and discussing amendments with the Senco as necessary.
- Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and what specific adjustments need to be made to enable them to be included and make progress.
- Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.
In addition to their training to qualify as teachers, the school has a weekly programme of training to ensure that teachers are kept up to date and developing their expertise in all areas of the curriculum, SEND and development of pupil's emotional well-being. Teachers will also undertake additional areas of learning in areas of particular interest. Throughout the school there are staff with specific areas of expertise which they use to support and advise other teachers.
The Special Educational Needs Coordinator (Senco)
She is responsible for:
- Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
- Ensuring that you are:
- involved in supporting your child’s learning
- kept informed about the support your child is getting
- involved in reviewing how they are doing
- part of planning ahead for them.
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. The Speech and Language Therapy Service, The Educational Psychologist.
- Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are excellent records of your child’s progress and needs.
- Providing specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and/or disabilities in the school) to achieve their potential.
- Supporting your child’s class teacher to set appropriate targets and personalise your child’s learning.
- Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.
Both Senco's are qualified teachers with considerable experience of classroom teaching. They are both very experienced Sencos and continue to attend local and national training on specific areas of special needs and keep up to date with special needs legislation.
Teaching and Learning Advocates (TLA)
They are responsible for:
- Working under the direction of the class teacher and/or Senco, to support pupils to make progress and achieve independence. This may done though:
- In class support.
- Adaptation of materials or teaching.
- Provision of resources
- Small Group interventions
- 1:1 work
All the TLAs have teaching assistants training up to NVQ level 3 or equivalent. They also attend weekly training in school and attend training courses for specific needs or interventions. For example, TLAs have had training in the Code X reading programme, Mindup, autism awareness and dyslexia.
All TLAs are also first aid trained and have annual training on specific medical needs such as asthma, sickle cell and epilepsy.
Social communication team
This team work under the direction of Cheryl Monks, Senco, and Susan Hill, autism lead, to support pupils with social communication needs, including autism. They work in the Rainbow and Star room, but also support and advise in the progress of pupils throughout the school.
The team have TLA training, but also undertake specific training in social communication, including TEEACH training.
Social Inclusion team
This team work under the direction of Lesley Nnochiri, senco, and Michelle Schembri, the emotional well-being lead, to support pupils with SEMH needs. This team includes learning mentors, nurture room staff and Horizon 360. Support may range from a one off chat, daily check ins, weekly group or daily nurture provision.
The social inclusion team undertake specific training in the area of SEMH including Nurturing Schools training, Thrive and Mind up. We aim for all the team to be fully qualified Thrive practitioners.
She is responsible for:
- The day to day management of all aspects of the school, this includes the support for children with SEND and/or disabilities. She will give responsibility to the Sencos and class teachers but is still responsible for ensuring that your child’s needs are met.
- She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
He/She is responsible for:
- Making sure that the school has an up to date SEND Policy.
- Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
- Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities.
In order to ensure that a supportive and comprehensive plan can be developed to meet your child’s needs, Gascoigne works in partnership with many different agencies, including:
- Directly funded by the school
- School counsellor
- Family Liaison Practitioners
- Additional Speech and Language Therapist
- Provided by the Local Authority but delivered in school
- Local Authority inclusion advisors
- Community Educational Psychology Service
- Joseph Clarke Outreach Service for pupils with visual impairment
- NHS agencies
- Speech and Language Therapy Service
- Occupational Therapy
- School nurse and health visiting services
- Child and Adolescent Mental Health Service (CAMHS)