SEND and Support at New School Rome
At New school Rome we are supportive of the rights of groups and individuals and embrace the ideas of Inclusion, diversity and equity, we aim to cater for the individual needs of all students in our care.
In order to do this, we recognise that some students may, at times, require additional support. Partnership working with school, parents and other therapists can provide a raft of support, care and guidance for our students.
There are 4 broad areas of Special Educational Needs, these are:
Cognition and Learning
This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.
Communication and Interaction
This area of needs includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs.
Social, Emotional and Mental Health
This includes any pupils who have an emotional, social or mental health needs that is impacting on their ability to learn.
Sensory and/or Physical Difficulties
This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.
At The New School we have a 3-step programme to support children with individual needs. At all stages students, teachers and parents work together. Support may be in the form of simple strategies involving parents and the class teacher, or small group support with the learning support teacher.
Our learning support programme is called 3 Steps to Success and is outlined below. It is overseen by the child’s class teacher and learning support teacher, in consultation with the child and their parents/carers.
Find out more about what we offer for students learning English as an additional language.
“Inclusive learning and additional student support means no student will be left behind.”
3 Steps to Success
Step 1: In class strategies
If the class teacher is concerned that a child is displaying slight difficulties in a particular area, they will support the child in class by:
- working in a small group
- differentiating work
- using specific individual classroom strategies
For many children no further steps will be necessary
Step 2: Focused 1:1 support with the Learning Support teacher, following specific Learning Goals (IEP)
In addition to classroom differentiated support, the class teacher may feel that a period of more intensive support is required. At this point the class teacher and Learning Support teacher will draw up a number of specific Learning Goals. These are set out on a document and will be shared with the child and their parents. Goals are reviewed termly, in consultation with the child and parents.
Step 3: Referral to an external consultant (eg. Educational Psychologist, Occupational, Play or Speech/ Language Therapist)
If a child continues to have particular difficulties, despite progressing through steps one and two, following discussion with the parents, recommendation will be made for evaluation by an external consultant.
Subsequent to the evaluation, findings will be shared by the consultant with parents and teachers, and following this also with the child. New targets may be established, and changes may be made to the type and frequency of support.
At present the cost of the above is established prior to evaluation and payment is made by the parent/carer directly to the consultant. Some employers may reimburse these fees. In this case we will provide the necessary documentation to assist with this.
When support is no longer necessary
Once a child has achieved all of their targets and is working at the appropriate level, the amount of support will be reduced gradually. The pupil’s progress will continue to be monitored termly to ensure that they are not left without support prematurely.