The SEND Department is made up of a Specialist Team with various roles and responsibilities:
Head of SEND: Mr D Faure, attached to Yr 7
Lead LSA: Mrs D Munro - Teaching Access, linked to Science and attached to Yr 8
SEND Teacher: Mrs M Tye - Teaching small groups, and linked to Photography and attached to Yr 9
Senior LSA : Mrs B Nandrha - Numeracy Centre and attached to Yr 11
Senior LSA : Ms S Demetrius - Literacy Centre and attached to Yr 10
Senior LSA: Ms F de Souza - History and attached to Yr 7LSAs
Year group link
|Yr 11||Technology - RM|
The SEND Office is based near the Learning Resource Centre
Numeracy Room G18
Reading Recovery G18, 19 and 6th Form Library
The SENCO, in collaboration with the head teacher and governing body, plays a key role in determining the strategic development of the SEND policy and provision in the school in order to raise the achievement of children with SEND. The key responsibilities of the SENCO include:
• Overseeing the day to day operation of the school’s SEND policy
• Liaising with and advising fellow teachers
• Managing the SEND team of teachers and learning support assistants
• Coordinating the provision for students with special educational needs
• Overseeing the records on all students with special educational needs
• Liaising with parents of students with special educational needs
• Contributing to the in-service training of staff
• Liaison with the EAL Department
• Liaising with external agencies
• Initiating all P.S.P. reports
• Monitoring the progress of all new initiatives / interventions
The Lead LSA
The Lead LSA has responsibility to manage the LSA team as directed by the SENCO as follows
To provide leadership and maintain the LSA team
• Organise and deliver LSA induction
• Be the first point of contact for LSAs
• Lead and develop good practice at LSA team meetings
• Provide consultation for giving and receiving LSA feedback
• Help to develop and monitor new initiatives with LSAs and students
• Identify need
• Plan interventions
• Monitor outcomes
• Liaise with the SENCO
To make sure the LSA team is educationally effective
• Promote and monitor quality assurance of LSA interventions
• Know and organise resources available for interventions and promote their use by LSAs
• Monitor attendance, punctuality and record keeping of LSAs
• Promote self review and peer observation following guidance from the SENCO
• Help to plan and monitor the effective deployment of LSAs
The Senior LSAs, Maths & English
Senior LSAs deliver interventions to pupils through individual support, small groups and classes. They are responsible for teaching and learning with guidance from the Curriculum Team Leaders, the SENCO and the Lead LSA. They monitor progress of students and report regularly, ensuring that individual students receive the level of differentiation required for them to access the subject. Their role also includes those detailed within the role of the Learning Support Assistant
The Learning Support Assistant
Learning Support Assistants make a valuable contribution to the achievements of students. They may attend a student’s care needs but a high proportion of their role is educational. The key responsibilities of the LSA include:
Support for Students:
• To provide in class, small group or individual support
• To offer help, as appropriate, to any student experiencing difficulties
• To praise, encourage and develop positive relationships
• To foster the participation of students in the social and academic processes of the school
• To enable students to become more independent learners
• To help raise the standards and achievement for all students
• To help develop effective collaborative working practice within the Learning Support Department, curriculum departments and/or year groups
• To assist in the production of teaching and learning materials for students with SEND
• To collect and disseminate information about students
• To assist in the development and implementation of appropriate systems for recording progress of students with SEND
• To assist in the management of the whole class
• To assist with display work
• To provide regular feedback to the SENCO
Support for the School:
• To foster home school liaison for students with SEND
• To contribute to review procedures for students with SEND
• To liaise with staff and other relevant professionals and provide information about students as appropriate
• To contribute to the evaluation of the school’s SEND policy and practice by discussions with relevant staff
• To attend appropriate in-service training provided by school or LEA
• To be aware of and follow school policies and procedures
• To participate in educational visits
• To attend meetings required for information, planning and development
• To respect confidentiality at all times
The External Agency Staff at LSST
Little Heath Outreach Teacher
Little Heath School is a Foundation Special Secondary School for students with general learning difficulties and other more complex needs such as Autism/Asperger’s Syndrome and ADHD. Some students have speech and communication difficulties. The Little Heath Outreach Teacher supports students with Statements of Special Educational Need at Loxford School of Science and Technology (LSST).
The New Rush Hall Outreach Teacher
The New Rush Hall Outreach Service aims to provide a comprehensive service that will enable mainstream schools to meet the needs of students with BESD. This is accomplished through support for teachers and students in the context of the whole school, thus minimising the need for placement in a special school.
The New Rush Hall Outreach Teacher supports referred students at School Action Plus or with a Statement of Special Educational Need at LSST.
The Educational Psychology Service works with schools, families and others in the care of children and young people who experience educational difficulties.
The school’s Educational Psychologist (EP) visits the school for 20 hours per term. The EP completes assessments of students raised at year based ‘Year Team Meeting’ and liaises with the SENCO.
Connexions Careers Management Futures
Connexions Futures in Redbridge helps young people from Year 9 in school, through transition planning until they are settled in education, employment or training.
CAMHS Early Intervention in Schools Programme (CEIS) is aimed at children and young people between the ages of 5 – 18 years, at risk of and/or experiencing mental health problems, through the use of evidence-based models of therapeutic and holistic mental health support.
Speech and Language Therapy Service
This service monitors the progress of referred students and provides support programmes for school staff and parents to enable children to communicate to the best of their ability. The speech and language therapist may work with students who have eating and swallowing problems too. Joseph Clarke – Visual Impaired Service
This service provides training to staff and consultation about school environment for visually impaired students. The outreach workers also develop specific programmes for students and works with class teachers to assist students reach their full potential. Team members make home visits in order to work with parents/carers on specifically designed programmes to stimulate their child's use of vision or compensate for lack of vision. Redbridge Hearing Impaired Services:
Roding Primary School provides an outreach service to students which includes:
Hear and Now
- in-class support for pupils;
- in-service training and deaf awareness sessions;
- care and maintenance of audio logical equipment;
- advice for annual reviews of Individual Education Plans;
- the practical aspects of hearing aid care and management;
- play-based activities to promote language development;
- support and advice for families;
- monitoring and assessment of progress.
Hear and now is a free confidential counselling service for all young people aged 11 - 18 who live or study in Redbridge. Counselling will involve talking about their feelings to someone who can help them make sense of what they are going through. The main concerns would be about relationships, sexuality, abuse or feelings of pressure; feel lonely or depressed or may not be able to pinpoint what's wrong. The counsellor will listen to the student and support them in finding ways of coping with issues. No issue is too big or too small. They will offer an initial meeting, and then normally a time-limited period of counselling.M Power
M Power is the longest established team in the Youth Offending and Targeted Prevention Service. The team works in close partnership with social services, Education and the police service. M power works with young people aged 8 – 17 at risk of becoming involved in offending or anti social behaviour. M Power also works with first time offenders under the age of 17 who have been arrested for the first time. The aim is to intervene as soon as possible after an offence has been admitted by a young person to help reduce the number of young people who are entering the Criminal Justice System. Fusion
Fusion NELFT is the Redbridge Drug and Alcohol Service for Young People. Fusion NELFT offers young people advice, up-to-date information and support in relation to drugs and alcohol issues.Special Education Resource Centre
This Centre, based at Newbridge School, Barley Lane Campus, provides advice and support in the use of information and communication technology with students who have special educational needs.
The Centre provides:
• Assessment of the ICT needs of individual students
• Training for teachers and support staff who work with students with SEND
• Support and advice to parents of children with SEND
Aims and Ethos
At Loxford School of Science and Technology we value all students equally. Our guiding principle is one of Inclusion. We want to identify and break down possible barriers to learning.
The aim of Loxford"s SEND policy is to develop a system of support, which enables students with special educational needs to make the greatest possible progress. The support systems are based on comprehensive whole school systems of monitoring, assessment and intervention.
Objectives in making provision for pupils with SEND
• To ensure that all students including those with difficulties and disabilities have equal access to a broad, balanced curriculum which is differentiated to identify individual needs and abilities.
• To ensure that all teachers are aware it is their responsibility to meet the special educational needs of students. In this they can draw on the resources of the whole school.
• To ensure that every student has his or her particular needs recognised and addressed.
• To seek the views of the student and involve him/her in the process of support.
• To offer the high quality support to ensure that all student needs are met.
• To fully involve parents/carers in the process of provision for the student.
• To acknowledge and draw on parental knowledge and expertise in relation to their child.
• To ensure the aims of education for students with difficulties and disabilities are the same as those for all students.
• To maximise the opportunities for students with special educational needs to participate in all the activities of the school.
• To enable all students to experience success.
• To ensure that consideration of SEND crosses all curriculum areas and all aspect of teaching and learning.
• To ensure that all teachers encompass the good special needs practice which is beneficial for all students.
• To ensure awareness amongst staff that any student may encounter difficulties at some stage.
Support for your learning
How can your family help you?
Support from home is vital for all students, including those with special education needs.
By listening to parents / carers we can understand students needs better.
By working in unison with them a strong framework of support can be provided to help students feel safe secure and ready to learn.
Parents / carers can help in the following ways, which may seem just everyday common things but are crucial to help young people succeed.
• Help your child to organise herself / himself.
• Ask your child to keep books in one place at home.
• Pack your child's bag for school with her/him until this can be done independently, do this in the evening if possible.
• Ask your child how the day at school went.
• Ask them to show you some work and give them praise for what has been achieved.
• If possible work with your child at home.
• Encourage your child to give regular time to homework and look at her/his homework diary at least once a week.
• Contact the school if you have any concerns about your child is getting on.
• Listen to your child read and help them to understand key words in different subjects and to learn their times tables.
• Give plenty of praise and encouragement.
Websites to help students: