Inclusion / Special Educational Needs
"Stantonbury Campus exists to enable each individual to acquire the personal qualities, attitudes, skills and qualifications necessary for personal fulfilment and active social responsibility in a rapidly changing world. This aim is based upon our fundamental belief in the equal value of all members of our community and our determined optimism about the potential of each one. The achievement of this aim demands a whole Campus emphasis on effective learning within a climate conducive to that end."
The Inclusion Faculty seeks to ensure that the Campus supports every student to achieve his or her full potential.
Students with statements of SEN. and other special needs are admitted to the Campus up to the limits of the funded placements available.
Students with special needs are fully included in the life of the school as members of tutor groups with full access to the curriculum. Within the scope of funds allocated to the Campus, students receive the support they need, both inside and outside the classroom, to complement their academic, emotional, social, physical and sensory development.
Enhanced Resourced Provision exists for statemented students with Social Communication Difficulties (located in Saxon hall); Language Difficulties (Grafton hall) and Hearing Impairment (Dansteed hall). Students with any physical difficulties are placed in Dansteed or Portway Halls, allowing access to the full range of Campus facilities. All other students with statements are placed across all four Halls in order to achieve a balanced intake across the Campus.
All students, in their first term at Stantonbury, are screened using a range of classroom administered tests. Normal Campus procedures monitor all students' progress on a continuing basis.
For students with Individual Education Plans, their progress towards Individual Education Plan targets is also regularly monitored through the SEN record keeping and reviewing process. This assesses their potential level of performance and the possibility, in consultation with tutors and parents, of additional intervention over and beyond that of the normal classroom.
Parents are consulted both regularly and frequently: formally at reviews and informally as appropriate. The Campus encourages parental involvement in all aspects of students' educational experience.
Support from teams of Teaching Assistants is available as appropriate in classrooms but is also available in the form of Literacy Interventions, Social Skills, Mentoring, Study Support or any other area of need which is identified.
Stantonbury is an inclusive Campus and we believe that all students benefit and learn from each other. Our ethos of Equal Value is something we take seriously and we aim to support all of our students to become rounded members of society.
The person responsible for co-ordinating the day-to-day provision of education for students with SEN is Gerry O’Neill, the Campus Head of Inclusion.
The governing body review the success of the SEN provision on an annual basis by examining the progress data for students with SEN alongside a range of qualitative measures to ensure that all of the students’ needs are being met. Any complaints from parents of students with SEN are considered using the Campus complaints procedure.
The Inclusion Faculty have links with a number of external agencies including The Educational Psychology Service, The Speech and Language Therapy Service, Local Authority specialist SEN teams, The Child & Adolescent Mental Health Service and a number of other agencies specific to the needs of a particular student.
Staff working within the Inclusion Faculty have all undertaken specialist training and the faculty also facilitates internal and external training for teaching staff to enable them to meet the needs of students with SEN.