SCL SEND Policy 23-24

For example, where a learner:

 Makes little or no progress when teaching approaches are targeted to their need  Show signs of difficulty in developing skills in literacy and/or numeracy  Shows persistent signs of emotional or mental health difficulties, which are not addressed through the strategies at SCL Group  Has physical or sensory problems and despite specialist equipment being provided still makes little or no progress  Has communication and/or interaction difficulties which lead to them making little or no progress  Has concerns referred by delivery colleagues


Support for learners is individualised and tailored to meet their needs. Learners sharing the same barrier may receive differing support dependent upon the impact on learning. Support is not attached to a qualification aim and is above and beyond that of everyday delivery. SCL Group endeavour to meet the needs of every learner within the classroom through careful planning, appropriate teaching, and strategic use of the resources available. Where careful identification and assessment procedures highlight a learner is not making adequate progress the delivery colleague, SEND team and parents/carers will review the strategies and approaches currently being used and consider ways that these may be developed.

SCL Group currently follows the guidance contained in the SEND Code of Practice (2015). The code does not assume that there are fixed categories of special educational need but recognises that learners’ needs and requirements may fall within or across four broad areas:

 

Communication and interaction

Cognition and Learning

 Social, emotional, and mental health  Sensory and/or physical

SCL Group do not attempt to fit learners into any of these categories but aim to identify each area requiring development by considering the individual. SCL Group do not, therefore, aim to label or diagnose a learner but use these categories to help to implement support.

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