School Governors

 

The Governing Body has delegated authority to the Headteacher to implement its Special Needs Policy, and one of its Committees takes an active interest in this, the Pastoral and Curriculum Committee.  The School has a Special Educational Needs Coordinator, who is responsible for day to day implementation; staff and parents who feel that there are needs to be addressed should refer in the first place to her.

 

Categories of Special Need

 

While the school regards each pupil as an individual, Special Needs tend to fall into four areas in the Selective School.

 

1.         Social and Emotional Difficulties

 

Individual behavioural difficulties identified by parents, staff or other agents are dealt with by

(a)       Advice/counselling direct with the pupil by subject teacher/Form Tutor/Year Head; 

(b)       Parents are involved in discussion as soon as problems are identified

(c)        Where appropriate, the professional expertise of an independent school counsellor, the Behavioural Support Service, the Educational Welfare Officer and School Psychology Services are called upon by the school

(d)       Procedures of the K.C.C. are observed as appropriate

 

2.      Learning Difficulties

 

(a)       The same pattern (a), (b) under (1) is employed.  The Report/Profiling system can focus difficulties which are met by staff help.  Also as in 1(c) above

(b)       Dyslexia.  A specialist teacher is employed to help pupils who suffer from dyslexia

 

3.      Physical Disabilities

 

Learning Support Assistants are employed as necessary.  Provision has been

made for wheelchair access and all new buildings will also be fully accessible.

 

 

4.      Gifted and Talented

 

As a Grammar School, we are fortunate in that the majority of our pupils are

capable of performing well in the majority of subject areas.  However, we seek

to provide opportunities to raise the attainment of our gifted and talented pupils

in the following ways:

(a)       Enrichment – staff are encouraged to provide extension material within their lessons so that the gifted and talented can be stretched.  Early entry for public examinations may be appropriate and other opportunities given.  Key Stage 4 and Sixth Form pupils are made aware of summer schools and other similar opportunities.

(b)       Assessment for learning – pupils are shown how to take responsibility for their own learning, through discussions with staff.

(c)        Self-esteem and confidence – our rewards system is flexible and far reaching with the highest achievers receiving acknowledgement at Prizegiving.

While keen to foster ability, it is the School’s policy that this should not distort a pupil’s social development and opportunity to take advantage of the full range of curricular opportunities available.

 

5.        Where a special need of any category is recognised by the school, even where this is not of such a nature as to be statemented, the Headteacher may make available funds to provide special assistance to the pupil(s) concerned.