The College has an open admissions policy, an inclusive and positive approach to the SEN Code of Practice 2001, and a whole school approach to the diverse needs of all students through provision mapping. The responsibility for inclusion and the success of all students is shared by all staff.
Tavistock College is committed to offering an inclusive curriculum to ensure the best possible progress for all students whatever their needs or abilities. Not all students with disabilities have special educational needs and not all students with SEN meet the definition of disability but this policy covers all these students.
“Pupils have Special Educational Needs if they have a learning difficulty which calls for special educational provision to be made for them.”
“Pupils with a disability have special educational needs if they have any difficulty in accessing education and if they need any special education provision to be made for them, that is anything that is additional to or different from what is normally available in schools in the area.”
The College works closely with Outside Agencies, as indicated in the provision map.
The progress made by all students is regularly monitored and reviewed by curriculum staff. Where expected progress is not being made, the SEN Co-ordinator will determine if additional provision is necessary.
Parents will be fully involved and kept informed.
The success of the College's policy will be judged against the objectives set out above. Annual success criteria will be reviewed and will detail the successful implementation of the policy and the effectiveness of the provision made through the LA SEN Self Evaluation Form and Learning Support Improvement Plan.
The Learning Support Team has a range of specialisms. It comprises of SENCo Mrs J Horton, .4 teacher (Literacy) The College employs a team of 40 Teaching Assistants. The Teams are led by Assistant SENCo Mrs J Edwards, (Level 4 TA). Some of the team of TAs work within designated curriculum areas and undergo relevant professional training. There are also specialist teams of Teaching Assistants who work in each of the four areas of need as defined in the Code of Practice; Cognition and Learning, Communication and Interaction Difficulties, Behavioural, Emotional and Social Difficulties and Sensory and Physical Difficulties. These teams are headed by level 3 Teaching Assistants who provide very specialist support in these areas. The majority of students will have their needs met through normal classroom arrangements and appropriate differentiation. Some students may have their timetables modified to include specific teaching in literacy, numeracy, social skills, IT, physical co-ordination skills.
In addition to the regular review of Individual Education Plans, progress and specific support outlined in statements will be reviewed annually and a report provided for parents and the Local Authority. A Transitional Annual Review is arranged for students who are over 14. The College liaises with the Connexions Service and other agencies to devise a Transition Plan. Other professionals are invited to attend the Annual Review meeting if appropriate.
The College has information available about the Parent Partnership Service, which can be contacted to provide independent support and advice.
Although every effort will be made to communicate effectively with parents and Outside Agencies, there does exist a complaints procedure within the College. Copies are available by contacting the College.
All areas of the College's site are accessible for students with disabilities. Lift access is available in all blocks; there are disabled toilets and shower facilities, and ramps are in place across the campus – all of these facilities allow full accessibility to teaching areas.
Curriculum resources are adapted for students as appropriate by members of our well-trained and experienced learning support team.
The College's Accessibility Policy focuses on those students who have a physical or other impairment or special needs. The Policy aims to ensure full participation of disabled students in the school curriculum; improve ways of delivering information to these students, and develop the physical environment of the campus. A full copy of this policy is available on request.
Page updated Tuesday, May 14, 2013