Inclusion and Learner Support
Some children have needs that are additional to or different from other young people, but all children have a right to attend a mainstream school. These young people may have learning difficulties, communication problems, physical disabilities, emotional or behavioural difficulties. It is the job of the inclusion and learner support team to support students to overcome these difficulties and to ensure that they can achieve their full potential.
Under the guidance of the SENDCO, our experienced staff team of teachers, inclusion mentors, family support worker and teaching assistants provide support and strategies for our learners with additional needs. The team have developed close links with many outside agencies and are supported by the educational psychologist, health practitioners, counselling services, outreach teachers, the police and fire services.
How do we help?
Most of our work is achieved by supporting students in the subject classroom or in one-to-one and small group sessions. Support is focused upon the younger students as they establish themselves at secondary school, whilst older students are encouraged to develop independence. The team deliver a series of year 6 transition days which are personalised for pupils who have experienced difficulties in the primary setting. Once at Great Sankey High School, these students are withdrawn from some lessons for specific mentoring, or for support in developing their literacy, numeracy, functional, communication and social skills.
The department runs a daily after school homework club which is open to all students in the school. The pupils have use of computers and able to ask questions of the support staff who are on duty and happy to help. The department is seen as a safe haven for some of our more vulnerable children.
How do we know which students need help?
Before students transfer to Great Sankey High School we are aware of any additional needs that they have. We visit primary schools to gather information and to meet with teachers, parents, carers and pupils. We use the assessment information from primary school alongside our own baseline tests to identify students who may require additional support.
Students with additional needs will be included on the school’s special educational needs register. A small number of students will continue to find it difficult to make expected progress at school despite our support. We will then ask other professionals from outside agencies to help. For a very small number of students a statement of SEN will be necessary to meet their needs.
How can parents and carers help?
A close partnership between school and home is essential if students are to make good progress. Parents and carers will always be fully involved and informed of their child’s additional needs and of their achievements. Parents are central in supporting the measures taken by school and the students themselves have a responsibility in making the correct decisions about their education.