Archbishop Sancroft High School has a varying proportion of students with Special Educational Needs, every one of whom has entitlement to the full range of curricular experiences to the highest quality that the School can offer:

In supporting these students the school fully adopts the procedures of the Special Educational needs Code of Practise 2001. Individual Education plans (IEPs) are prepared in consultation with parents, students, colleagues and outside agencies and reviewed on an individual basis, at least twice a year, in order to monitor progress.

Provision for students with special educational needs may take place in a variety of ways, depending on the appropriateness to a particular student, subject, teacher, or situation.  These may include:

a)    support in the classroom

b)    provision of suitable support materials in the classroom

c)    individual/group withdrawal from the classroom

d)    one-to-one teaching

e)    counselling

f)     differentiation of the National Curriculum

g)    disapplication of the National Curriculum

h)    some consultation with outside agencies on their behalf

Learning Support Assistants are employed to work with statemented students. The hours of support to be received by each student are quantified in their statement and this is normally of mixture of individual and small group support.

All teaching staff and departments receive the Key Stage 2 levels in English, Maths and Science for most Year 7 students.  In addition, NFER scores in reading comprehension and Young’s spelling scores are provided to staff early in the Autumn term.  In addition, to supplement the Target Setting programme, all Year 7's are given Cognitive Ability Tests, which are fully processed for a range of information both present and for their predicted future.  These pieces of information are all fed into the Year Review Cycle, when all members of staff teaching a particular year are present at a meeting when each student’s capabilities, achievements and targets are discussed.  The use of individual targets and those generated internally and externally has an increasing role to play and continue to dovetail the academic and pastoral sides.  Targets feature in many areas including the students' diaries, report cards and IEP's.

In exceptional circumstances students take Communication Skills in order to support them with their individual needs.

Communication Skills

KS3 (Year 7-9)

Students are withdrawn from MFL and follow a programme designed to improve literacy and numeracy skills. The focus is mainly upon improving reading, spelling, handwriting and comprehension. Pupils are also encouraged to develop their speaking and listening skills and their social skills, thus improving their confidence and self esteem.

KS4 (Year 10-11)

Communication skills is offered as an option at KS4 and is usually taken by those students who have done it in KS3.

Students work towards a Bronze and/or Silver Award certificated by AASDAN (a national educational charity focused on promoting personal, social, health education and citizenship). They will study a range of topics, which may include; Information Handling, The Community, Sport and Leisure, Home Management, The Environment, Number Handling, Health and Survival, The World of Work, Beliefs and Values, The Wider World, Expressive Arts and Technology.

The SENCO is currently Mrs J Lascelles who can be contacted via the school’s website at:  jlascelles2@ashs.org.uk