Greenfield Community College considers all teachers to be teachers of students with SEND. Teachers are responsible for the progress of ALL students in their class. Staff are trained to be able to identify and provide for students with SEND to ensure they can achieve their potential. All children are challenged to do their very best.
Greenfield Community College prioritises being inclusive and will endeavour to support every child regardless of their level of need. All students follow the National Curriculum at a level and a pace that is appropriate to their abilities alongside their peers. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
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, 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.
- Support students to gain in confidence and improve their self-esteem.
- 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)
- 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 and young people with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- Promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- Give every child and young person the entitlement to a sense of achievement.
- Review the policy and practice regularly in order to achieve best practice.
The school’s main focus is Quality First Teaching (QFT) where adaptations in lessons allows the individual needs of all students to be met. Where a student’s individual need requires further support, the school can provide additional support for an enhanced personal learning experience. As a school, our aim is ‘High challenge for all whilst supporting the need’.
At Greenfield, we offer may different forms of additional provision/support, including;
- Additional in and out of class support
- Access to specific literacy and numeracy programmes
- Social Communication Groups and resources
- Handwriting and Typing programmes
- Physical/practical/technical aids e.g. coloured overlays, specialist handwriting pens, table squares, spellchecker, ICT software, ear defenders.
- Safe Spaces in social times.
- Emotional Regulation support.
- Access to ICT.
- Homework club.
- A broad range of extra-curricular activities.
- Adaptations to assessments to enable access e.g. readers, scribe, ICT, extra-time.
- Enlargement of resources and modified resources.
- Access to time out.
- Increased access to additional adults in and out of the classroom.
- Access to Mental Health Piece of Mind (NHS).
- Access to Emotional Resilience Nurse.
- Preparation for adult life covered by a variety of activities throughout the academic year.
For further information you can view the Teaching, Learning and Assessment Policy on the key policies page.
Support can involve ongoing learning provision throughout the year or short-term blocks of intensive learning provision over a number of weeks. It may be daily or weekly depending on need. Provision can also take place at different times in the day: before school, during school and after school. Additionally, some students work on their additional provision (work) at home. This is then followed up by regular progress checks and extra support if required.
Tracking and Progress
At Greenfield, all staff are responsible for assessing, monitoring and tracking the progress of our students. At a whole school level, aspirational targets are set for all students including those with SEND. Staff are responsible for setting each student achievable yet challenging targets within lessons and having high expectations of progress.
We collect data twice times in years 7 -10 and three times in year 11 This is tracked and analysed using a commercial package called SISRA Analytics. Staff use diagnostic planning days to analyse data and inform curriculum planning.
Subject Leaders, Deputy Headteacher and the SEND Executive Team regularly check on the progress of students and if someone is not making the expected levels of progress then intervention is put in place.
SEND Information for Greenfield Community College
| SEND Register | Cognition & Learning | Communication & Interaction | Social, Emotional & Mental Health | Sensory &/or Physical | Total Including EHCP | % SEND |
EHCP |
% EHCP |
|---|---|---|---|---|---|---|---|---|
| Year 7 | 16 | 6 | 8 | 0 | 30 | 19.6% | 0 | 0% |
| Year 8 | 10 | 11 | 5 | 1 | 27 | 21.1% | 1 | 0.8% |
| Year 9 | 7 | 8 | 9 | 0 | 24 | 19.5% | 0 | 0% |
| Year 10 | 17 | 7 | 13 | 0 | 37 | 24.5% | 2 | 1.3% |
| Year 11 | 14 | 9 | 7 | 1 | 31 | 19.9% | 2 | 1.3% |
| Total | 64 | 41 | 42 | 2 | 149 |
21.0% | 5 | 0.7% |
All figures are Year to Date. Figures are correct as of 1/11/2022.
