Learning Support Department
Sutton Centre is well known for its Policy of Inclusion, and for the opportunities provided for students with special educational needs. Our aim is to support, encourage and enable our students to achieve to the best of their ability throughout school. All our students follow the same curriculum.
The Learning Support team are:
- The SENCO
- 3 Learning Support teachers (part-time)
- A Behavioural Support teacher (part-time)
- A Learning Mentor
- 17 Teaching Assistants
Between us we provide literacy and numeracy support, reading clinics and in-class support. We liaise with other departments to provide support and materials across the curriculum, bearing in mind the needs of individual students. Regular liaison occurs with parents and carers, outside agencies e.g. EP, EWO, Health, Careers and College. Part of our role is to organise, plan and monitor IEPs and pastoral support plans.
Approximately one quarter of our students are on the Special Needs Register, but they don’t all require specific or individual support. A small proportion of Year 7’s have very low levels of literacy and numeracy.
Support and Guidance provides a variety of short courses and alternative curriculum activities for individual students, such as Anger Management, Friendship Group, Catering, Construction, Bike Project and Horticulture.
In Key Stage 3, after screening and diagnostic testing, reading clinics are provided for students whose levels of literacy are cause for concern. We try to be flexible in arrangements for individuals with complex needs.
In Key Stage 4, a small group of students will have literacy support by appointment.
After school, there is an 11th session run by the SENCO for both Sutton Centre and children from family feeder schools to have help with their learning and homework
Values and Beliefs
Sutton Centre believes that the needs of all its students are special and that all students have the same entitlement to all aspects of the National Curriculum. Whatever their difficulties all children must have the chance of the same opportunities and experiences. The organisation and operation of procedure for Special Educational Needs are within the stages of the guidelines in the Government’s ‘Code of Practice’.
Monitoring and Support
Students have an initial reading assessment in their Primary Schools and are then assessed in more detail by the Learning Support Department. Wherever possible, learning needs are met within the mainstream classroom but some students may need to be withdrawn for short periods of time for reading clinics. After further diagnostic testing, an individual learning programme is negotiated. Records of progress and a Register of students with Special Needs are kept by the Department. Access to the National Curriculum is enhanced by the provision of specialist equipment, special timetables, modified, differentiated materials or in-class support. A counselling service is available to students with particular difficulties. There is a Learning Support 11th Session.
A Professional Partnership
There are monthly Agency meetings to liaise with other professionals and develop individual Education Plans for students who are causing concern. The committee includes the Special Needs Co-ordinator and the Deputy Head with responsibility for Special Needs, the Educational Welfare Officer, the School Nursing Sister, the Educational Psychologist, the Police Liaison Officer and the Special Needs Support Service and Key Stage Managers. Parents are informed if their children are noted as having a special need and, we hope, will become involved in the programme of support.
Management
The Special Needs Management Group has departmental representation and meets to discuss strategies, individual students and matters of policy, finance and resourcing. Special Needs is a priority on the School Management Plan and In-Service Training opportunities exist for teachers and special needs support assistants.
