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SEN & Disabilities
Welcome to the Faculty of Learning Support.
We are an experienced and enthusiastic team committed to ensuring students with Special Educational Needs make outstanding progress through careful identification and targeted support.
Students who have a Statement or Educational Health Care Plan will receive extra support and guidance in some of their lessons from Teaching Assistants who will work in partnership with the Subject Teacher to help students to access the curriculum. Where appropriate, students may also be withdrawn from some lessons for one to one or small group support on, for example, reading and writing skills, numeracy and speech and language.
All students on the SEND register have a Student Learning Profile (SLP) to inform all subject teachers of the specific barriers to learning so that they can differentiate their work accordingly. Extra support is given to students as deemed necessary and the progress of these students is coordinated and monitored by the Director of Learning Support and other senior colleagues.
Students on the Special Educational Needs register may also need assessment and support from other professionals including the Educational Psychologist, Speech Therapist or behaviour support team.
I hope you find the documents below useful and I look forward to working with all our parents and students this year.
Director of Learning Support
0208 623 1003
The SEN 2014 Code of Practice
In September 2014 the Government published a new code of conduct for Special Educational Needs. Below is a brief overview of those changes and what the Academy is doing to embrace them.
Under the new code children with complex Special Educational Needs will be given an Educational Health Care plan (EHC). For some students this will mean being educated in a specialist provision. Where it is felt that these children can still be educated in a mainstream setting, the support outlined in the EHC plan will be provided by the Academy in collaboration with the Local Authority.
It is the responsibility of the Academy to provide for all other children with additional needs.
SEN will now be categorised under four main headings.
- Communication and Interaction - this includes speech, language and communication needs and Autistic Spectrum Disorder.
- Cognition and Learning - this includes specific learning difficulties.
- Social, emotional and mental health.
- Sensory needs - this includes visual and hearing impairments.
The code of practice explains that once a potential SEN is identified, four types of action are needed to put effective support into place. The four actions are;
- Assess; the class teacher and SENCO should clearly analyse a pupil's needs before identifying a child as needing SEN support.
- Plan; parents must be notified wherever it is decided that a pupil is to be provided with SEN support. The class teacher, the SENCO and parents should collaborate on problem solving, planning, support and strategies.
- Do; implement the agreed support and set a date for a review.
- Review; the effectiveness of the support should be reviewed in line with the agreed date.
To see the SEN Code of Practice 2015, please visit https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
To see the Merton SEND OFFER, please visit https://fsd.merton.gov.uk/kb5/merton/directory/localoffer.page?localofferchannel=0
To see Merton SEND Leaflet, please visit https://search3.openobjects.com/mediamanager/merton/fsd/files/lo_leaflet_final.pdf
Please also see attached:
- Harris Academy Merton SEND Policy
- Harris Academy Merton Accessibility Plan
- Harris Academy Merton SEND Information Report