The details of our SEN Information Report can be found here.
Information about the local authority's Local Offer of services and provision for children and young people with special educational needs and disability can be found here.
Parmiter’s is an inclusive school which values each and every member of its community, whilst striving to raise aspirations and achievement. The team, led by the Special Educational Needs Coordinator (SENCo), and consisting of teaching assistants and two SEND Lead teachers, work closely with class teachers and pastoral staff to provide appropriate support for students who experience some difficulty in their learning. Working together and liaising closely with parents and relevant professionals, we aim to meet the educational, social, emotional and physical needs of the students. We are dedicated to enabling all students to fulfil their potential. Parmiter’s has specialist provision for students with a visual impairment.
How do we do this in the classroom?
- Quality First Teaching is the first step in meeting the needs of all students; our teachers adapt learning situations and resources so that all students can make progress.
- We share key information with staff, via the SEN register and, where appropriate, a student profile, detailing areas of need and appropriate strategies for students identified as requiring bespoke support.
- We offer ongoing training for all staff, ensuring that we continue to build our skills and knowledge base, enabling us to meet the needs of those with general and specific learning difficulties.
- Teaching assistants work closely with teaching staff, this enables students to access the curriculum alongside their peers, supporting them to overcome barriers to learning and to develop their independent learning skills.
Working with parents
We aim to build supportive relationships and liaise closely with parents and carers. With the exception of recent school closures, focus groups are held once a year to ensure parents of a child with an EHCP have the opportunity to share concerns and input into our policy and practice.
Transition from Primary School
- Close liaison with primary schools, led by our Lead SEND Teachers for KS3, is vital. Students with particular needs are invited to visit and meet members of the team prior to Induction Day.
- Cognitive Ability Tests and baseline assessments are completed in Year 7. These provide solid information about student needs and data from which to measure progress. Monitoring the progress of the students continues throughout Key Stages 3, 4 and 5, as part of the school’s monitoring and tracking system.
- Communication with parents/carers of students identified with higher needs begins prior to starting in September.
- The SENCO or Lead SEND Teacher for KS3 attends the annual review of Year 6 students who have an EHCP, where possible.
Supporting students with a Visual Impairment (VI)
- Specialist teaching assistants adapt and develop resources. A range of equipment is available in school and we have teaching assistants who are experienced in adapting resources for students with a visual impairment. We work closely with specialists from the County VI team.
- We offer some small group teaching, for a very small number of identified students. We use a range of teaching materials with a focus on literacy skills at KS3, in close liaison with the English department, and preparation for adulthood at KS4.
- We provide support for external examinations, in line with guidance and policy from the Joint Council of Qualifications (JCQ) in the case of significant learning difficulties that have a long term adverse effect on performance and speed of working.
- Some students may follow one fewer GCSE to enable them to access additional support to achieve their own personal goals and future plans. This is particularly important for Key Stages 4.
- A homework club runs after school one day per week for students with SEND in KS3 through prior arrangement with parents/carers.