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The AEN Department At SRMS
TYPES OF AEN PROVISION AT SRMS
At SRMS we aim to make provision for frequently-occurring special educational needs without an Education, Health and Care Plan (EHCP), such as:
* any learning profile, e.g. auditory/visual processing speed, memory
* speech and language needs
* social, emotional and mental health difficulties
* sensory and physical impairments.
For other kinds of special educational needs which do not occur as frequently and with which the school are less familiar, we aim to:
* work closely with individuals and their families to access training and advice in order to meet these needs
* use our access to external specialists, e.g. Hearing/Sight-Impaired Specialists
* KCC Integrated Child Services
* CAMHs or ChYPS
INTENT OF SEND AND AEN PROVISION AT SRMS
All teachers deliver SEND/AEN provision.
The staff at Sir Roger Manwood’s School are committed to developing transferrable skills in all our pupils, in the belief that it will support their learning and raise standards across the curriculum.
The provision of Pupil Passports to support the communication of individualised learning and teaching profiles are delivered to teaching and support staff.
All staff receive ongoing professional development in the teaching and learning of high-achieving pupils with SEND/AENs
To achieve their best, students must first actively engage with their development. Our emphasis is on all students receiving excellent quality-first, in-class, mainstream teaching.
Continual consultation with our SEN pupils and their parents about their learning is vital and enables them to flourish academically and socially.
We are committed to the importance of allowing students to explore their learning profiles and themselves, in the belief that:
* it helps develop a growth mindset where challenge and mistakes are viewed as an opportunity to learn;
* it allows them to learn independently by choosing the most effective support strategy for the task and their learning profile;
* it helps pupils to see the learning process as a transferrable life skill rather than an academic area of attainment;
* as such, we promote and enable engagement in an extensive array of extra-curricular challenges to widen their experiences within a multitude of contexts including clubs, trips, competitions, concerts, and additional activities.
To help equip every pupil with the life-long skills to achieve their full potential and to live their best life.
THE STUDENT SUPPORT ROOM (SSR)
Fundamentally, the SSR is here to provide immediate support to those who need it.
Our aim is to:
* strike a balance between kind and authoritative; to know when a student needs care and when they need a short break before returning to class in a fit state to learn.
* to facilitate an environment where meaningful tasks are the focus during lesson times.
* to be available and approachable to receive ‘drop-in’ students, during unstructured times to problem solve, discuss, prepare, ask for advice and provide that listening ear.
* to safeguard their safety and well-being.
IDENTIFICATION AND ASSESSMENT AT SRMS
* Transition and visits to Yr6 students
* Assessments monitored 3 times a year
* Literacy screening in Yr. 7 and Yr.9
* Recommendation and receipt of external diagnostic assessments
* Robust internal referral system
* Close working relationship with Pastoral Team
TYPES OF EXTRA PROVISION AT SRMS
* LSA support in lessons
* Group/1:1/ specialist intervention lessons
* Anger / Anxiety Management
* Social Skills
* Metacognition and Study Skills
* Timetable Adjustments
* ‘Drop-in’ sessions - Timeout Cards
* Exam Preparation Workshops
* Provision of Exam Access Arrangements
“You’ve helped make my last year an enjoyable one” – Year 13
“…It feels like a safe spot where I can express myself. The support room is a nice, calm, and relaxing place to be…” – Year 7
“Everyone’s really friendly and the whole environment really helps lift your mood when you’re having a bad day” – Year 8