SEND at Moulton School

At Moulton School and Science College, we are committed to providing a supportive and inclusive learning environment for all our students, including those with special educational needs and disabilities (SEND). We recognise that every child is unique and learns in different ways, and we strive to ensure that every student has access to the support they need to reach their full potential.

For a more detailed explanation of SEND provision at Moulton School and Science College, please see our full Inclusion Policy

What is SEND?

SEND stands for Special Educational Needs and Disabilities. The sources indicate that Moulton School adheres to the definition of SEND outlined in the Special Educational Needs and Disabilities Code of Practice (2015).

A child or young person may have SEND if they:

• Have a significantly greater difficulty in learning than the majority of other children the same age.

• Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

The areas of need considered by the school are:

• Communication and Interaction

• Cognition and Learning

• Social, Emotional and Mental Health

• Sensory and/or Physical needs

How We Identify and Support Students with SEND

We identify students with SEND through a variety of methods, including:

• Analysing data on student progress and attainment.

• Observing students in class.

• Holding discussions with parents/carers.

• Reviewing information from previous schools and settings.

• Using assessments carried out by external agencies (for example, Educational Psychologists).

• Consulting health assessments (for example from a Community Paediatrician or School Nurse).

We follow a graduated approach to meeting the needs of pupils with SEND, as outlined in the SEND Code of Practice (2015). This is a four-part cycle:

1. Assess: We gather information about the pupil's needs.

2. Plan: Parents, pupils, and teachers work together to determine the support needed and create a plan.

3. Do: We put the plan into action and provide the pupil with the agreed support.

4. Review: We check how well the support is working and make any necessary changes to ensure that it is meeting the pupil's needs.

Types of Support Available

The school offers a range of support for pupils with SEND, based on a model of 'Waves of Intervention':

• Wave One Interventions: High-quality teaching that is differentiated and personalised to meet individual needs. All teachers are responsible for ensuring that their lessons meet the needs of all learners.

• Wave Two Interventions: For pupils who require additional to differentiated teaching, small group interventions will run to target specific needs, such as literacy or numeracy skills.

• Wave Three Interventions: Some pupils with more complex needs will require more specialised and intensive support, such as specialist teaching. At this level, the school can also make referrals to external agencies for specialist advice and support, such as:

  • Educational Psychologist

  • Speech and Language Therapist

  • Occupational Therapy

  • CYP ADHD and ASD Team

Working in Partnership with Parents/Carers

We believe that working in partnership with parents/carers is essential to securing the best outcomes for students with SEND. We strive to:

• Give parents and carers the opportunity to play an active role in their child's provision.

• Maintain regular email contact and respond in a timely manner.

• Maintain positive and constructive communication that is centred around the student’s needs.

• Invite parents to attend meetings and reviews when appropriate, including annual reviews for pupils with Education, Health and Care Plans.

• Focus on the student’s strengths and aspirations as well as their additional needs.

• Make parents aware of external agencies and services that can offer support at home or in the community.
  
  

Education, Health and Care Plans (EHCPs)

An EHCP is a legal document that describes a child or young person’s special educational needs, the support they need, and the outcomes they would like to achieve. This may be necessary where a pupil’s needs are beyond what can be provided through the school’s usual SEND support.

If you think your child might need an EHCP, we encourage you to speak to the school’s Special Educational Needs Coordinator (SENCo) or Head of Inclusion.

Key Contacts for SEND

The key contacts for SEND at Moulton School are:

• AHT Inclusion: Jamie Nelson (jamie.nelson@moultonschool.co.uk)

• SENCo: Anna Markie (anna.markie@moultonschool.co.uk)

• Deputy SENCo: Sarah Robinson (sarah.robinson@moultonschool.co.uk)

• SEN Department Manager: Denise Mazgaj (denise.mazgaj@moultonschool.co.uk)

• SEN Administrator: Jo Hewlett (joanne.hewlett@moultonschool.co.uk)

Exam Access Arrangements

• We make exam access arrangements for students with special educational needs, disabilities or temporary injuries to ensure they can access exams and assessments fairly.

• We follow the guidelines set out by the Joint Council for Qualifications (JCQ) when making these arrangements.

• We will work with parents/carers to determine appropriate access arrangements for individual students. This may include things like:

  • Extra time in exams

  • Use of a reader or scribe

  • Use of a word processor

  • Rest breaks

Access arrangements are designed to 'level the playing field' so that students can demonstrate their knowledge and skills without being disadvantaged. They are not intended to give students an unfair advantage. When considering what exam access arrangements are appropriate, teachers will consider the student's normal way of working in the classroom.

Support for Looked After and Previously Looked After Children

Jamie Nelson (jamie.nelson@moultonschool.co.uk) is our contact who supports these children.