Student Support

Individual Needs

Individual Needs often emerge and develop in complexity during early childhood – we employ a full-time Individual Needs Coordinator who works across the school to identify and support students who may require additional support or challenge.

The Individual Needs Coordinator works closely with students, parents and staff to plan, monitor and coordinate provision.

The team provides support, and oversees support provided by others, to students with a variety of needs, including those students with:

• Social, emotional and mental health difficulties.
• Physical difficulties including visual, hearing, gross and fine motor delay.
• Cognitive learning difficulties (such as Dyslexia and ADHD).
• Communication and interaction difficulties.
• Expressive and receptive language and social communication disorders, including ASD (Autism Spectrum Disorder).

Support Measures:

• Internal standardised assessments for a range of learning barriers.
• Support available for students in Early Years 1 to Year 6.
• Support with class teachers and teacher assistants to develop strategies and resources to support children in and out of class.
• Regular meetings with parents to support learning at home.
• Some children have additional support provided by a member of the Learning Support Team, free of charge.
• Some children have 1:1 Learning Support Assistants to support learning in class, at additional cost.
• Individual Education Plans (IEPs) and Pupil Passports, which are reviewed termly.
• Work closely with Learning Mentors to support children with SEMH needs (Social, Emotional and Mental Health).
• Liaison with external providers for Speech and Language, Occupational Therapy, and a number of different educational and child psychologists (assessment and therapy fees paid for by parents).

Identification & Support

Referrals relating to the identification of Individual Need are made by academic staff throughout the school year and are explored by the Individual Needs Coordinator through observation and assessment as consideration is given to the way in which the characteristics observed might be best supported. Early identification and intervention are encouraged in the knowledge that they have a significant positive impact on both attainment and wellbeing.

Students identified as requiring a higher level of support receive an Individual Education Plan containing a specific and personalised set of targets designed to maximise access to and progress through the curriculum.