How we support our SEND students? All school policies can be found in the Policies section of this Ref section 69 of the Children and Families Act 2014, Special Educational needs and disability code of practice:0-25 years, Equality Act 2010, Special Educational Needs and Disability Regulations 2014. Egglescliffe School prides itself in being very inclusive to succeeding academically and will endeavour to support every child regardless of their level of need. All Students follow the National Curriculum at a level. At times and when it is felt appropriate, modifications to the curriculum may be implemented in order to meet a child ‘s needs.This will be decided in discussion with parents/carers, students, SLT, SENDCO, HOY, teachers and key professionals We have high aspirations for all our students and strive to support them achieve success academically and preparing for adulthood in support of their ‘Skills for Life’. To successfully match student ability to the curriculum there are some actions we may take to achieve this: Ensure that all Students have access to the school curriculum and all school activities. Help all Students achieve to the best of their abilities & make academic progress, despite any difficulty or disability they may have. Ensure that teaching staff are aware of and sensitive to the needs of all Students, teaching Students in a way that is more appropriate to their needs through first quality teaching. Students to gain in confidence and improve their self-esteem. To work in partnership with parents/ carers, Students and relevant external agencies in order to provide for children ‘s special educational needs and disabilities. To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional) To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum. Ensure that all children with SEND are included in all activities of the school in order to promote the highest levels of achievement. Encourage participation in extra-curricular activities. To promote self worth and enthusiasm by encouraging independence at all age and ability levels. To give every child the entitlement to a sense of achievement. To regularly review the policy and practice in order to achieve best practice. Children may at times need to access external provision. Support with preparing for adulthood (pfa) is fundamental for all children as they plan for life as they transition beyond school. Types of SEND Special Educational needs and disability code of practice:0-25 years. At Egglescliffe School, we have experience of supporting children and young people with a wide range of needs in accordance with four key areas of need: Communication and Interaction This area of need includes children with Autism Spectrum Condition ( across the range of the spectrum) and those with Speech, Language and Communication Needs. Cognition and Learning This includes children with Specific Learning Difficulties, learning difficulties relating to literacy and numeracy, Severe Learning Difficulties and Profound and Multiple Learning Difficulties. Social, Emotional and Mental Health Difficulties This includes any Students who have an emotional, social or mental health need that is impacting on their ability to learn. Sensory and/or Physical Difficulties This area includes children with specific OT needs, sensory processing needs, hearing impairment, visual impairment, multi-sensory impairment and physical difficulties. The school provides data on the levels and types of need to the Local Authority. This is collected through the school census. Teaching, Learning and the Curriculum At Egglescliffe School, we believe that inclusive education means providing all Students with appropriate education and support alongside their peers, in large mainstream classrooms across the diverse, complex site. The Curriculum is all the planned/sequenced activities that the school organises in order to promote learning, personal growth, life skills and development. The Curriculum is delivered through quality first teaching differentiated to meet a child’s needs. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning. How we identify and assess children with special educational needs Most children and young people will have their special educational needs met in our large mainstream schools, through good classroom practice including differentiation. This is through the delivery of Quality First Teaching. At Egglescliffe School, we follow a graduated support approach which is called ‘Assess, Plan, Do, Review ‘. When planning the support for a child who has SEND we: Assess a child’s special educational needs which include their academic levels either prior to starting school or as they move through school. This is in addition to their social and emotional needs. Plan the provision and intervention is put in place to meet your child’s aspirations both academically and socially and emotionally to help them achieve the agreed outcomes. Do put in place the required support provision in place to help Students meet those expected outcomes. Review the support and progress at regular intervals throughout the year. Assess Egglescliffe School has an inclusive ethos and there are students with a wide diversity of need accessing the school across Year 7 to 13 wherever possible in relation to funding and staffing capacity. The school will always strive to ensure that the special educational needs of an individual child are met through delivering an appropriate support provision through working together with the child, parents/carers, external agencies and staff. Sharing experience and knowledge is crucial to being able to assess and meet a child’s needs. Information is gathered from parents/carers, primary schools and professionals to ensure that a child’s individual need is identified correctly at the time of transition. This information may also be supported by standardised testing/screening, internal and external assessments, monitoring in school through subject areas and data analysis. We aim to be prepared to support a child’s needs in advance of a child joining school to ensure a smooth transition in Year 7 through attending meetings and primary schools, holding individual meetings with parents/carers and professionals and also through discussions at the Year 6 open evening. The HOY, SENDCO and TAs may visit primary schools to meet students and become more familiar with them and their needs and share experiences of staff who teach and support the students. Students with some specific needs will have an access profile if required that enables staff to be more aware of the nature of their needs and suggested strategies to help the teaching and learning in class. It is also possible that the AHT-SENDCO meets and support children, parents/carers and primary staff for children who need enhanced transition support. The SENDCO will link with primary schools, parents/carers and students when children are preparing for transition this is to ensure there is good transfer of information and good relationships for a smooth transition. A child with identified special educational needs will be placed on the SEND register with the consent of parents/carers. This is reviewed regularly and information is shared with staff as required to endure they are aware of a child’s needs and the appropriate strategies that will help the child be happy and make progress in school. Students are monitored closely and their support needs are constantly reviewed and altered as and when required. Student assessment is an on-going process and part of the whole school data and monitoring cycle whereby each child’s progress is monitored from their starting point through every subject area at least termly and actions for support is identified as required. If, despite quality first teaching and differentiation targeted at the specific area of need, a Student does not make expected progress, the SENDCO and other key staff will consider what additional individualised support or targeted assessment/ intervention is required for that child. Regular analysis of data for each. Child identifies areas or progress/difficulties leading to a plan around required support and possible intervention. Plan Information throughout this policy is in reference to ‘section 69 of the Children and Families Act 2014’, section 6 of the Special Educational needs and disability code of practice:0 – 25 years, regulation 51 and schedule 1 of the Special Educational Needs and Disability Regulations 2014. At Egglescliffe our ethos is that we strive to be an inclusive school, developing a sense of community and belonging by recognising, rewarding and valuing diversity among our students. We be believe the child is at the centre of all that we do and that we should all work together to ensure the best support and outcomes for all students. We support students across the school with special educational needs to help them access the curriculum and be fully included in all aspects of school life as far as is practically possible. Meetings and discussions always allow for the involvement of the child, parents/carers and professionals and teachers/pastoral team to ensure we all work togetherto create a child centered support plan which identifies reasonable adjustments are required and what evidence-based interventions can be implemented to support a child’s needs . We want students to make progress, be happy, healthy and achieve success both academically and with their skills for life. Key aspects of the support plan for a student will be related to outcomes focussed on supporting improved outcomes both academically and for the child’s wellbeing. The identified outcomes are linked to expected outcomes in relation to progress, development and behaviour. Students are supported with preparing for adulthood (pfa) through various ways including regular review meetings, links with professionals as well as the use of the NDTi ( National Development Team for Inclusion) resources to ensure there is a person centred approach towards planning for the future, further education/employment, independence and health and well being. The HOY, SENDCo attends the transition guarantee meetings of Yr5/6 and additional support/visits are put in place as and when required. This ensures that plans are in place for all SEND Students from the start of their time at Egglescliffe. There are good links and working relationships between the SLT, HOY, SENDCO, primary colleagues and key professionals. Transition to post 16 provision is also carefully supported and tailored to meet a child’s individual needs including their preparation for adulthood. This is also supported through college/university visits, links with key providers, work experience placements, support from Youth Directions and the school’s CIAG manager. Students with special educational needs are included across the curriculum at Egglescliffe and all staff work with/teach SEND students. It is primarily the responsibility of the class teacher, with support from department leaders and the SENDCo, to ensure individual needs are met. Students with specific needs will have one page profiles to reflect the views and discussions between the various stakeholders. SEND Students have a ‘One page profile’ which they will have written with support from teaching assistants. using discussions with parents/carers, students and key professionals. These plans will describe the provision that we will make to meet a child’s special educational needs and agreed outcomes. The profiles are created to support all staff and highlight key areas of need, strategies that help in the classroom. Information is shared and updated regularly. All staff have access to the SEND register and pupil profiles. Exam access arrangements are planned through a referral structured system and are well documented. A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details of this process can be found on the Stockton Local Offer website. Students at SEND Support, K are also identified and supported. These documents are accessible to staff for their information and it is expected that staff read these regularly. They are stored securely on the school MIS system. Students will always be part of the assess, plan, do review cycle which is supported through their keyworker. We involve parents/carers and students in this process too. Egglescliffe buildings are over 50 years old and so some areas are not accessible to wheelchairs. There is lift access in the Art block. Through careful planning, Students with physical/medical needs are planned for and supported so they can access a full curriculum at Egglescliffe. Students can also access a large range of extra-curriculum enrichment activities. If necessary, keyworkers will plan with Students how they can access these enrichment activities so they experience a full range of academic and social opportunities at Egglescliffe. Data is analysed in accordance with the schools monitoring cycle. Student progress is assessed and support plans created if required. The school Quality Assurance is also part of the assessment of progress for students with SEND. This is through pupil conversations focussed on recall and retention, book scrutiny, learning walks and discussions with teachers and subject leaders. Do The support team have a range of experience in supporting students with a diversity of needs. TAs and mentors may be deployed to work with Students in/out of class and this may be short, medium or long term across various subject areas. Teachers (in conjunction with the subject leaders) lead, plan and assess the impact of the support strategies /targets and interventions required as part of the support plan. Ensuring access to an appropriate curriculum At times modifications to the curriculum may be implemented. To successfully match Student ability to the Curriculum, Egglescliffe School continues to implement a range of strategies that include: A range of assessment methods are used to identify needs and support access arrangements. Using QFT and matching teaching and learning methods to individuals to maximise student learning. Differentiated materials (both for reinforcement and extension). Access to digital learning resources where this will enhance learning. Additional in class support where possible. Targeted support through the setting of ‘SMART’ targets which are regularly reviewed, access to small group , 1:1 tutoring for identified students. A supportive curriculum – including an integrated literacy based curriculum at KS3. The appropriate use of rewards and consequence sanctions. Mentoring and counselling as appropriate to individual need. Assessment procedures that emphasise Students ‘ strengths and achievements. Early Identification of students who require additional access arrangements support ( for internal and external assessments) in accordance with their needs. E.g. reader, scribe, extra time, quieter room Applications to examination boards (JCQ) to obtain access arrangements as appropriate. for GCSE and A Level examinations. An innovative and supportive curriculum At Egglescliffe School our students are provided with lively, challenging and engaging learning experiences which are personalised to individual need. The curriculum is at the heart of our provision. It is carefully sequenced and structured and monitored to provide a relevant and coherent programme of study. Our aim is to support our young people in becoming happy, successful and well-rounded citizens of the 21st century. Thus, our provision not only focuses on a broad range of subjects, knowledge and qualifications, it also seeks to develop the necessary skills and attributes young people need to think for themselves and to apply their learning to a fast changing world. When students enter Key stage three those students who require additional literacy and numeracy support will be placed into a nurture group. In all groups, students follow the same broad and balanced programme of study. Subjects include English, Mathematics, Science, Design and Technology, Computing, History, Geography, RERS , Art and Design, Music, Physical Education, SMSC (Careers Education, Citizenship, PHSE and Enterprise).Those pupils who require additional literacy and numeracy support will not access Modern Foreign Language lessons. Our pathway system continues into Key Stage 4, which at Egglescliffe begins at the start of year 10, in order to ensure smooth transition and clear progression for all students. This approach means that everyone has a clear understanding of their journey with us. All students will follow a largely challenging academic core of courses in English, mathematics, science as well as a core entitlement of RE and SMSC (PHSE, Careers Education and Citizenship). Some students will continue to have extra hours of learning allocated towards developing literacy and numeracy skills. These students will take three additional option subjects from a broad range of GCSE and BTEC qualifications. How we ensure our curriculum is accessible Quality First Teaching. At Egglescliffe School we understand that all teachers are teachers of SEND and that it is important that we meet the needs of our students within our everyday lessons. Information sharing is vital to this process so that appropriate and supported differentiation can be put in place for the learner. Subject Leaders and teachers work with SENDCO and specialist staff to ensure they can provide the correct programmes and support to enable students to access the curriculum e.g. PE staff link with physiotherapists/Occupational therapists. Specific group work: We offer a range of interventions in the form of small group work. if required as part of the curriculum. The work that takes place is often linked to literacy and numeracy. which are fundamental to the success of students ‘in life’. E.g Lexia ‘power up’ is part of the extra English pathway and delivered by English specialists. Specialist group support from outside agencies: There are a number of outside agencies that are available to our school. They can offer a range of support for students here at Egglescliffe. Alongside this, there have been training programmes provided by services such as the hearing/visual impairment, Team Teach etc. that have and continue to take place to up skill our staff so that we can continue support once the agency work comes to an end. Access arrangement requirements are identified and implemented for students. Our needs led CPD programmes include training for staff in key areas of need identified for supporting SEND students in and out of the classroom Specific individual support for children whose learning needs are severe, complex and lifelong and what this means for your child; At Egglescliffe we rely upon the specialist support and guidance that outside agencies such as, Educational Psychology, Speech and Language Therapy, Hearing/Visual Impairment service, SALT/OT, CAMHs, provide. The assessment procedures and recommendations that these services offer allow us to put in targeted intervention and support for individual Students within our school. It must be acknowledged that there are always waiting times for these services. Range of teaching and learning styles; We are always aware that children need lessons that involve a variety of teaching strategies from writing, to role play, discussion, practical work and application. We believe here at Egglescliffe that we teach our students how to become independent learners. Students will be able to think for themselves, discuss their own learning and transfer the skills that they have learnt in one curriculum area into other curriculum areas. Ultimately, students will leave our school with excellent exam results through high quality differentiated Learning and Teaching, but also with the ability to continue to learn effectively in further education and their later life beyond this. Hence we also actively support the Princes Trust programme for some identified students. Mentoring and Counselling: Our School Counsellor offers a range of support for our vulnerable students. This comes in the form of 1:1 sessions. An explanation of the different types of intervention available can be found below under the heading ‘Support for children with social, emotional and mental health difficulties ‘. The SEND department also mentor a number of SEND Students in an informal capacity. During these sessions a number of topics are discussed: targets on support plans, progress in lessons, friendships and perceptions of social situations. We also have formal mentoring sessions through the school Learning Mentors. These services are accessed if appropriate for the learner. A broad range of extra-curricular activities: Students of all ages and abilities are encouraged to attend the wide array of school enrichment sessions in a range of curriculum areas. Support can be available on lunchtime/break to help with raising self-esteem and establishing friendships. Support is also available to discuss homework or just to have access to a quiet room for revision. CPD opportunities are provided for all staff including TAs. This leads to the generation of ‘top tips’ sheets which are made available to everyone to have access to sharing training and support strategies. In addition to needs arising CPD, all teaching and support staff also have access to our weekly ‘SENDCO Drop In Clinic’ to provide all staff with bespoke support and advice for meeting the needs of pupils with SEN whenever needed.’ Support for children with Communication and Interaction needs Students with communication and interaction difficulties will be supported in a way that best suits their individual needs. Some students may have access to small group and/or individualised intervention sessions with a key worker/mentor to develop their skills in communication, interaction, emotional awareness, self-care, flexible thinking and to help with peer relationships. Support is given to help children understand and control their own emotions. Sensory support is provided through links with OT professionals and TAs delivering programmes to support in school. Currently we offer Lexia ‘power up’ and interventions for literacy, as part of the English curriculum for identified students. This is delivered by specialist teachers. There is a programme for reciprocal reading through English. There is also daily support with homework, as required through the suppor team and teachers. We also provide enhanced access to visual approaches such as the use of laptops, reader pens, claro reader software, coloured overlays in addition to access to aids to support hearing. We have strong links with Hearing and Visual Impaired Specialists. Access can be also be provided to a low stimulus area, if required, to support sensory overload need if required. Flexible approaches to timetable are sometimes appropriate for some students where they may be in smaller classes for some lessons. On occasion a child may not access MFL and this time will be spent to further develop their literacy and numeracy. This is at the discretion of the Head and SENDCO in discussion with parents/carers, teachers and student. EP/OT/CAMHS support is also provided if a child is identified as needing this area of support. HLTA experienced in supporting communication and interaction needs can support a child once a week if there is a requirement for this approved by LA. Access to ‘safe space’ at social times and at start and end of the day. Support for children with Cognition and Learning Needs Students who have difficulties relating to the area of cognition and learning are supported through regular, individually focused intervention for literacy, numeracy and additional subject specific areas as required. We analyse progress data three times a year and develop action plans to support students so they make progress at each point. Professional support and assessments can be reuested to provide strategies for the child and school. To support individual needs we: Develop links to learning for life through small group project work that can link in literacy and numeracy as well the applications to the real world and areas of interest for a child. Some students will be offered additional support for literacy, numeracy and life skills. Set SMART targets in relation to identified areas of need to support progress. Practical aids for learning e.g. table squares, time/number lines, pictures, photos, accessible reading material suited to age, key word vocabulary lists, and copies of handouts from subject teachers and coloured overlays are available. For some students we can support access to ICT provision if required and assessments state this is required. Quality First teaching, which is differentiated to meets the needs of an individual child, is expected and where required the curriculum will be adapted to meet the needs of the child/young person. Enhanced access to technical aids e.g. spell checker, ICT software and/or hardware Adaptations to assessments to enable access e.g. extra time, readers, prompters, scribes and ICT access. Specialist training for staff is provided by a number of outside agencies as required: Educational Psychologist, CAMHs, Speech and Language Therapists, Hearing / Visual impairment service, Occupational Therapy etc. Frequent repetition and reinforcement and assessment is ongoing and all students are challenged with both academic and personal targets being set and reviewed regularly. Support for Children with Social, Emotional and Mental Health Difficulties Egglescliffe School recognises that a child who has social, emotional and health difficulties may require an area where they can calm down and relax and reflect with the support of key staff away from the mainstream classrooms for a short time. They have access to time out/individual work area and some students have key workers and mentors that they can go to when required. Social and emotional working groups and mentoring support children with SEMH difficulties can be used to support a student. To support individual needs we: Award individualised rewards system – Epraise, phone calls and postcards home. Have access to counselling services, TA’s and mentoring. Well-being conversations 1:1. High level of support provided constantly in school and though e mails/phone calls during the Covid 19 lockdowns and isolations for students with SEND Some students will be allocated a TA key worker support and provide mentor support as required. Additonal adult support in the classroom is provided in some subject areas for some students with particular special educational needs depending on funding, staff capacity and demand. Provide supported careers programmes and visits to alternative providers e.g. Stockton Riverside College, Skills Academy including Princes’ Trust, Daisy Chain, Askam Bryan College. Have opportunities to develop Social Emotional Aspects of Learning through access to training and professional support. E.g CAMHS. Provide emotional coaching training opportunities for staff as part of the mental health awareness that is being developed in school. Provide some children support through external agencies/professionals. HLTA experienced in supporting communication and interaction needs can support a child once a week if there is a requirement for this approved by LA. Access to ‘safe space’ at social times and at start and end of the day. Access to support for students with significant SEMH needs through linking with CAMHS and LA SEND services for advice and guidance and support provision as required. CPD opportunities for all staff to develop greater understanding around key aspects of SEMH needs. Offer of SEMH and ‘life skills’ development clubs as part of the extra – curricular activities offer. Support for children with Sensory and/or Physical Needs As a school we aim to cater for children with specific physical needs and support children who use physical aids to support access e.g. wheelchair, walking frames hearing aids and specialist chairs/ stools. We support Students with large print materials, coloured paper and overlays, access to different screen colours on a board or laptop as required. We ensure we have specialist chairs and seats in place if required. Evac chairs or positioned at key points on site. The site is checked for compliance and accessibility prior to a student starting if required by key professionals e.g. Visual impaired Team, physiotherapy service. Children who need to have access to Science in a ground floor laboratory are timetabled to have this access. Lift access is available to the Art block and classrooms selected carefully for a child depending on a child ‘s physical/medical needs. We have access to a specialist teachers/TAs for the hearing/visual impaired and regular links with LA team. Access to support for personal care and risk assessments will be put in place should an individual child ‘s need require this. Therapy programmes can be delivered in / out of school (as required for a particular child ‘s needs), designed by specialists e.g. Occupational Therapists, Physiotherapists, SLCN, Hearing / Visual Impaired. Exam access arrangements for assessments are assessed for by specialist qualified professionals. If required the school will apply to the High Needs Panel for additional funding for enhanced support and specialist equipment. School carries out risk assessment with key professionals as required by the visual impaired service and modifictions made to site based on recommendations. Additional provision for SEND students includes All children are individuals and we look at the specific resources which could be needed to help support a child ‘s individual needs including access to ICT such as a laptop, coloured overlays, scribe, reader and extra time as and when appropriate. In class support is provided where and when appropriate in accordance to funding and staffing capacity. Students have regular support from access to key workers, mentors, tutors and relevant professionals. Lexia is one of the current literacy programmes delivered by specialist trained staff and regularly assessed by the Lexia programme leader. SEND Students are encouraged to participate in all school activities and have equal access to school trips and visits. This is discussed with parents/carers as opportunities arise. They are supported and encouraged to take part in music, drama, SEMH ‘life skills’ development activities. Enterprise, and sports activities. Smaller teaching groups operate for some of the core subjects such as English, Maths and Science. Bespoke additional interventions are delivered as required and extra Maths and English pathways are an option for some children at GCSE. The school AHT SENDCO is also a designated deputy safeguarding officer and works closely with the Heads of House and the Assistant Head Teacher for Pastoral and Designated Safeguarding Lead, and CIOC Lead. Review Using the graduated response it is required that regular evaluation is undertaken to determine if the identified support strategies/targets have been effective and provide evidence of impact on the agreed outcomes. This is done in conjunction with teachers, parents/carers and students. Students who need support may be identified on the SEND register and will have access to regular support from SENDCO, keyworkers from the SEND support team. SENDCO will be available at all parent/carer evenings and key events. We also offer additional SEND parent/carer consultation days throughout the year. Tracking and monitoring the progress of our students All teachers are responsible for assessing, monitoring and tracking the progress of our students in accordance to the school data monitoring cycle. Each student is reguarly assessed in class in all subjects and levels are recorded and reported to parents/carers at least once per term. If any of our parents/carers are concerned their child is not making the expected progress then discussions with subject leaders/teachers/SENDCO occur and may lead to further support being put in place. Progress is reported through the school ‘s reporting system. Progress targets are reviewed regularly with students, and as required through more individualised 1:1 meetings with key staff. The frequency of meetings will reflect the needs of the child. Students and parents/carers are informed of their progress regularly through subject areas via the assessment and reporting system as well as annual parents/carer evenings. EHCP reviews take place annually according to the statutory guidance. School Quality Assurance process also enables student progress to be reviewed and monitored regularly through learning walks, pupil conversations and questioning, book scrutiny, discussions with teachers and subject leaders. To review we ensure: Action plans are drawn up for children who are needing additional support regarding their academic progress in addition to their life skills. Intervention plans can be put in place to support children continue to make progress in all areas. Subject Leaders and teachers will identify ‘SMART’ targets as required to support students ‘close a gap’ and make progress. Students on the SEND register may have regular meetings with key staff to ensure they are supported and get help with identified areas of need in their subject areas. Regular meetings are help with parents/carers to review progress as required and the SENDCO is always happy to meet and talk with parents/carers at any time if they have any worries or concerns. The SEND register and Student one page profiles are updated throughout the year and staff are given updates regularly through the pastoral bulletin. Information on new children transitioning to the school is provided to staff at the start of the academic year and throughout if children join mid-way through. Induction for new staff joining the school will include a session delivered by the SENDCO. EHCP reviews are held annually unless there is a need for an interim review. This would involve a full multi-agency meeting to which the child would always be invited (and may or may not wish to attend) in addition to parents/carers. The views of the child and parents/carers is fundamental to these reviews. Some children will have involvement of other agencies who may include Educational Psychology, Hearing/Visual Impaired Team, CAMHS, OT, Early Help, preventions, MAAT, Daisy Chain, Early Help workers, counsellors and adoption services. These professionals may need to carry out their own assessments and observations. Students may need further assessments from a trained specialist for ensuring examination access arrangements. Endeavour support area is where children on agreement some students may need to access for a short time to support a particular need the aim is that the child is re-intergrated back into lessons as soon as possible. Students may access the support area if they are struggling with full time schooling as a result of specifically identified need. This is as a short supportive measure to help re-integration back into school. Some Students access this area if they need a little reflection time if they are struggling to cope for some reason either in a lesson or due to their special educational needs. Mentors and counsellor are also available to help Students with their individual needs on 1:1 basis. SEND Staffing Director of SEND for VALT and Assistant Headteacher, SENDCO (NASC qualification, Deputy Safeguarding Officer, teacher of Chemistry) : Dr C Lear Associate Assistant Head Teacher and SENDCO (NASC qualification, Teacher of English): Mrs C Daniels Assistant SENDCO: Mrs A Hopkin Team of Teaching Assistants: ChaplainWe have a trained specialist teacher who supports Exam Access Arrangements for GCSE and A Level entries throughout the Year as specialist assessor. IQ Level 7 Organisation Postgraduate Award of Proficiency in Assessment for Access Arrangements (PAPAA) If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.