Learning Support Department
We are dedicated to help students to access the curriculum on offer. We strive for each student to walk into a positive environment where they feel secure and happy in their learning so they can achieve their highest potential. At QIS, our staff take the time to really get to know their students and are keen to enable all learners to progress.
All students access a mainstream education where they can develop alongside their peers and be a full part of our community. In order for this to be achieved, we aim that all students are assisted with strategies to facilitate their learning, in order for them to success independently. This takes place on an individual basis, depending on the need of the student and can be supported in class through small changes in the classroom which can make a big difference to accessibility of the work at hand. Parents, teachers and students can bring their concerns to the department and if needed, external agencies can be contacted to aid with assessments. We work closely with the School Councilor for behavioral issues, as often these can be resolved in our school setting.
If a student has an Assessment Report from an external agency, then they will meet with the department to create their own Individual Education Plan (IEP) and Pupil Passport. This are shared with the student’s teachers only and include specific targets that are tracked and changed when necessary. Where a student is attending individual therapy such as Speech and Language Therapy (SLT), or Occupational Therapy (OT), then we would appreciate termly progress reports must be submitted.
Our policy is that all students require a formal external assessment before they become part of the SEN (Special Educational Need) List.
How do we identify in school?
•Teachers will flag a concern (behavioral or academic) with their Head of Department or Head of Progress after their Quality First Differentiation.
•General strategies from whole school training are used.
•Parents are called/a meeting will take place and discuss the concern.
•If no progress is made, the SEN Department are notified and an observation takes place of the student in the classroom.
•The outcome of the observation is discussed.
•More specific strategies are tried.
•A further external assessment may be requested by the SENCO.
•IEP is created based on recommendations from assessment report(s) and input from parents and teachers.
•Teachers’ differentiation will also include accessibility for children assessed as having Special Educational Needs.
•Teachers, SENCO and parents meet to review the student’s IEP each term.
The department consists of Jennie Freeman (Whole School SENCO) and Lydia Hewitt (SEN Assistant). Should you wish to contact either of us, please email us: firstname.lastname@example.org or email@example.com
We would be very happy to hear from you and assist you if we can.