Special Educational Needs

It is our policy to welcome to the school all children whose parents wish them to attend and we aim to meet the needs of every child. Our curriculum offers children educational experiences appropriate to their individual abilities, interests and learning styles. The term 'special educational needs' refers equally to children with additional learning needs. We have a 'whole school' policy to support children with special educational needs, both with and without Education, Health and Care plans. A Special Educational Needs Department, led by the Special Educational Needs Co-ordinator and Administrator, assists staff in this policy. We organise staffing to provide as many opportunities as possible to allow pupils to regroup or withdraw according to individual or curriculum needs, so that we can meet the needs of all our pupils. On some occasions funding is provided to make an extra teacher or non-teaching assistant available to give in-class support to pupils with particular difficulties. The Special Educational Needs Co-ordinator also offers advice to staff on resources, materials and teaching strategies.

It is the responsibility of the Special Educational Needs Co-ordinator to assess, identify and diagnose individual needs. To do this, the Co-ordinator uses standardised testing, consultation with Form Tutors and subject teachers, and information received from Lower and other schools.

Children at all stages of the SEN register have Individual Plans. We discuss and review these with children and parents as the year progresses. Where necessary the school works with outside agencies to meet the needs of children, for example with Educational Psychologists, Speech and Language therapists and Medical Services.

The Special Educational Needs Co-ordinator is happy to meet parents by appointment to discuss the individual needs of their children. The school's policy on Special Educational Needs meets the requirements of legislation and the Code of Practice.

SEND Information Report

All mainstream schools and maintained nursery schools are required by law to produce a Special Needs Information Report on an annual basis and make it available on their website.

To avoid duplication of information the Special Educational Needs Report will form part of the school’s Local Offer and can be linked to or uploaded to their record signing in here to the Central Bedfordshire Council website :

Central Bedfordshire Local Offer

Information Resources and Training for Parents and Carers - Central Bedfordshire SEND Local Offer

SNAP Parent Carer Forum - Central Bedfordshire

The type of SEND provision that Leighton Middle School caters for is aimed at young people in mainstream education with a range of Special Educational Needs relating to their physical, emotional and behavioural, communication and interaction or cognitive learning difficulties.

We provide high quality support and quality first teaching for the following special educational needs:

Communication and Interaction

Autism Spectrum Conditions
Speech and Language Difficulties

Cognition and Learning

Dyslexia
Dyscalculia
Dyspraxia
Auditory Processing Disorder
Moderate Learning Difficulties

Social, Emotional and Mental Difficulties

ADHD
Attachment Disorder
Mental illness – Depression
Self-harm

Physical Needs

Visual impairment
Hearing impairment
Motor skill difficulties

Please use this link Policiesto view our SEND policy

SEND Information Report - Provision and Additional Support

Our SEND Department works with children of all abilities and with a range of learning and physical needs. We strive to include parents and students in decisions that we take about their learning through review meetings at parents’ evenings, and their One Page Profiles, and include any additional support and provisions with this in mind.

Interventions that we deliver include:

Literacy and spelling and maths programmes such as Echo Read, IDL, 123maths, bespoke interventions based on needs identified through assessments
Motor skills programmes as recommended by Physiotherapist and Occupational Therapist outside agencies, for example ‘Fizzy Fingers’
Social skills groups such as Lego Therapy
Friendship skills and self-esteem workshops
Trained Peer Supporters
Dog Mentor therapy
1:1 Pastoral Support Sessions
Fuse Control group sessions
1:1 and group work around diagnosed conditions

At Leighton Middle, we believe that preparing pupils for their futures is important, which is why our pupils will be supported by a range of Learning Support Assistants on a weekly basis. We also support pupils as they transition into, and out of, our school to ensure that they are as prepared as they can be for their next step.

At Leighton Middle, we strive to ‘Create a school where everyone is working together to create a happy school where every member feels valued and able to achieve personal excellence’. In the SEN department we additionally acknowledge the importance of Inclusivity, Independence and Individuality.

We have a strong team of dedicated, enthusiastic Learning Support Assistants to assist our students in class, during social times, and to support pupils in their transitions around school.

We follow the ADPR cycle as follows:

Stage of Graduated Approach	Action or Provision
Assess	In identifying a child as needing SEN support the class or subject teacher, working with the SENDCO, should carry out a clear analysis of the pupils needs
Plan	If a need is identified. The teacher SENDCO should agree in consultation with parent and pupil the adjustment, interventions and support to be put in place, as well as the expected impact on progress, development of behaviour, along with a clear date for review. This information will be recorded on the schools information system.
Do	The class or subject teacher should remain responsible for working with the child on a daily basis. The SENDCO will support the class and subject teacher in further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on effective implementation of support.
Review	The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed in line with the agreed date. The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents. The support will be revised in light of the pupil’s progress and development in consultation with pupil and parents.

You can contact our SEND Team by emailing office@leighton.cbeds.co.uk

SENDCo – Mrs K Waite

SEN Administrator – Mrs S Reynolds

Pastoral Lead – Mrs K Deane

Pastoral Support Worker – Miss C Fitton

Please use this link Policiesto view our SEND policy

SEND Information Report - Training at Leighton Middle School

Leighton Middle’s arrangement for training staff in relation to pupils with SEND is:

Continuous Professional Development for all staff on key SEND issues
Termly training of SEND any issues
Fortnightly briefing sessions on SEN pupils and needs to all teaching staff
Weekly meetings with LSA’s in regard to key pupil issues

Specialist expertise is obtained by the school by regular meetings between SENDCo and outside agencies working within the school:

Jigsaw

Educational Psychologist

Paediatricians (Edwin Lobo)

CAMHS & MHST

CHUMS

Speech and Language Therapy

Specialist Assessors

Occupational Therapy & Physiotherapy

GP Service

Early Help Team

Educational Welfare Team

TACTIC

Weather and Chilterns Outreach Advisory Team

Hearing Impairment Service

Other Useful Links –

Positive Behaviour Policy
Accessibility and Equality Plan
Supporting Pupils with Medical Conditions in School

Please go to our Policiespage to find our school policies

SEND Information Report - SENDCo and Contact Information

Special Educational Needs Co-ordinator - Mrs K Waite

Special Educational Needs Governor - Mrs F Gibbs

You may contact Mrs Waite through the School Office, 01525 374907 or by email office@leighton.cbeds.co.uk

If you wish to make a complaint regarding any area, please refer to the Complaints and Raising Concerns policy Policies