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    Learning Support (including SEND)

    SPECIAL EDUCATIONAL NEEDS and DISABILITY (SEND)

    Notre Dame is an inclusive school where every child is valued and respected. We are committed to the inclusion, progress and independence of all of our students, including those with Special Educational Needs and Disabilities (SEND). We work to support our students to make progress in their learning, their emotional and social development, and their independence. We aim to create a learning environment which is of high quality but we also actively work to support the learning and needs of all members of our community.

    Mrs Aldred is our SENDCO (Special Educational Needs and Disability Coordinator), responsible for co-ordinating the provision of all SEND students at Notre Dame. Please get in touch with her if you wish to discuss your child’s SEND needs or if you are concerned that your child might have an SEND need.

    For more information about Special Educational Needs and Disability at Notre Dame please see our SEND Information Report.

    Literacy and numeracy catch-up provision

    The SEND department works collaboratively with our Progress Tutors to provide targeted intervention for both literacy and numeracy. We work closely with our feeder schools to ensure that all SEND information is transferred during the Transition phase from Year 6 to Year 7, in conjunction with our own testing once they begin high school.

    This year's budget is £8,800. We allocate this to support staffing for Catch Up Literacy with Year 7 with our Progress Tutor team focusing on those whose Key Stage2 scores were below average.

    We offer extra Transition for specific SEND students to enable them to feel more confident around the site and also to introduce them to key staff. Parents Coffee Morning is extremely useful as it enables parents to meet our team and also our SEND Student Ambassadors who share their experiences and hopefully reassure both the new students and their carers.

    We run a range of interventions including ‘Literacy Catch-up’ which is co-ordinated by our lead LSA who oversees Literacy. We earmark specific individuals using both feeder school information and our own initial testing and then use a period of weeks in which to work on spelling, grammar, punctuation, reading and comprehension.  We are also members of 'Dyslexia Outreach' who have trained three of our team to use a bespoke intervention called ‘Precision Spelling’ for those students already noted as having dyslexia / dyslexic traits and any new additions to the register who have been identified through SENDCo testing.

    Numeracy intervention is split in to three strands: in-class support, small group and one-to-one, depending on the level of need and reinforcement required. We are lucky to have Maths specialists as part of our SEND team and also liaise with the Numeracy Progress Tutor.

    Language support

    New Year 7s currently take either Spanish or French as their MFL choice but in some instances students find this more challenging if they have SEND issues, specifically with literacy. We work closely with our colleagues in MFL to look at vocabulary support and during Year 9, in some rare instances, negotiate a complete withdrawal from languages to participate in a non-language GCSE group which runs parallel with the English curriculum.

     

    Useful Links
    1. Notre Dame High School SEN Annual report 2018-19