At Thames Park Secondary School, part of the Osborne Co-operative Academy Trust, every student is valued and supported. This Special Educational Needs and Disabilities (SEND) Policy outlines how the school supports children and young people with learning difficulties or disabilities. Rooted in co-operative values like equality, democracy, and social responsibility, the policy ensures inclusive education where students with SEND are not just included but empowered to succeed.
Understanding SEND
SEND stands for Special Educational Needs and Disabilities. A child is considered to have SEND if they have learning challenges or disabilities that need extra educational support different from what’s normally provided. This includes children with speech problems, learning difficulties, emotional issues, or physical impairments.
Key Objectives of the Policy
The main goals of the SEND Policy are:
- Early identification of needs through regular progress checks.
- Ensuring equal access to education for all.
- Promoting positive relationships between students with and without SEND.
- Collaborating with families and professionals to plan support.
Roles and Responsibilities
Everyone at Thames Park plays a role in supporting students with SEND:
- Teachers are expected to deliver high-quality, adaptive teaching.
- The SENCo (Special Educational Needs Coordinator), Lucy King, oversees support plans, assessments, and external communications.
- Support staff and Learning Support Assistants help implement daily strategies.
- Students and families are involved in setting goals and sharing their views.
Identifying and Assessing Needs
Students are monitored regularly. If a child is not making expected progress, teachers complete referral forms. The SENDCo then works with teachers and families to understand the student’s strengths and challenges. The school uses the “Assess, Plan, Do, Review” cycle to provide tailored support.
Types of Support Provided
Support is divided into three main categories:
- Monitor: Observation phase with regular reviews.
- SEND Support: Individualised learning plans and teacher-led strategies.
- EHCP (Education, Health, and Care Plan): For complex needs, involving local authority funding and detailed plans.
Transition and Preparation for Adulthood
From early education to post-16 years, the policy ensures students with SEND are prepared for the next phase in life. This includes support for college applications, career advice, and building independence. Transition plans are in place and updated regularly with student and family input.
Promoting Mental Health and Wellbeing
Thames Park includes mental health as a key part of the SEND framework. There are referrals available for counselling services like Kids Inspire and school mentors. Emotional wellbeing is considered essential to learning and development.
Staff Training and Professional Development
The school provides regular training on topics such as adaptive teaching, mental health, and behaviour support. All new staff receive an introduction to SEND procedures during induction.
Supporting Specific Groups
Special attention is given to:
- Children Looked After (CLA)
- English as an Additional Language (EAL) learners
- Students with medical conditions
Each group receives tailored support and planning in collaboration with relevant professionals.
Resolving Concerns and Complaints
The school encourages open communication with families. If there are concerns about a student’s support, families are advised to contact the class teacher or SENCo. If unresolved, formal complaints can be made as outlined in the school’s complaints policy.
The SEND Policy at Thames Park is built on values of openness, honesty, and care. It ensures that all children, regardless of their needs, feel included, supported, and encouraged to reach their full potential. With regular reviews, strong leadership, and collaboration with families and professionals, the school remains committed to providing quality education for every learner.
