The SEND Support Team
This team comprises:
Special Educational Needs Co-ordinator (SENCo) Gemma Chave
Behaviour Specialist Teacher
Higher Level Teaching Assistants (HLTA)
Learning Support assistants (LSAs)
The SENCo works across both the primary and secondary schools.
Students are placed on the Record of Need if they:
- Have significantly greater difficulty in learning than the majority of children of the same age.
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools in the area.
The Record of Need classifies students into four categories:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health (SEMH)
- Sensory and/or physical
We are currently providing support for students with the following SEND:
- Attention deficit hyperactivity disorder (ADHD)
- Autism spectrum disorder (ASD)
- Cerebral Palsy
- Moderate learning difficulty (MLD)
Identifying pupils with SEND
For students who are currently residents in the Falklands, we monitor progress and an initial concern is raised to the SENCO at any point by members of school staff, family or other professionals.
If a family is looking to move to the Falkland Islands, immigration will assess individual learning needs to determine if there will be an educational burden, and whether that burden can be met without additional funding.
Specific provision for students on the Record of Need
Provision is made through a graduated response and tailored to the individual:
Universal Provision for all students and young people in educational settings: Enables all students to make good progress within mainstream classes, with reasonable adjustments for needs via Quality First Teaching.
Targeted Support for some learners: In-Class support, by trained Learning Support Assistants (LSAs) and small group interventions tailored to the needs of the students.
Personalised provision for a smaller number of learners with SEND and disability: These students will usually have input from outside agencies and professionals. Agencies we currently work with include:
- Clinical Psychologist
- Child and Adolescent Mental Health Service (CAMHS) nurse
- School Nurse
- Occupational Therapist
- Educational Psychologist
Personalised Provisions can be implemented at FICS, as required, to meet the needs of learners with significant barriers to learning and whose needs cannot partially or wholly be met in the mainstream classroom. Personalised provisions can take place within the HUB classroom.
Monitoring and review
Students at SEND Support level will have a Learner Support Passport (LSP) outlining their individual short and long term intended outcomes and actions required to achieve them. These are student centred and involve student, parents, and relevant school staff.
All student progress is carefully monitored by class teachers. Students identified with SEND will have regular reviews each academic year.
Referrals to agencies are made as part of the graduated response when appropriate.
Some students will have a Medical Care plan instead of, or as well as, an LSP.
- Students in the Falkland Islands do not have Education Health Care Plans (EHC plans- formally Statements). There is no statutory assessment process that provides the information needed to define the needs and resulting targeted support for an individual. Individual learners here can be supported via Executive Committee (ExCo) funding.
- Where a student has significant and complex needs which cannot be met within the school’s resources, a formal paper is written by the SENCO, supported by the Principal and then sent to the Executive Headteacher. The paper is taken to ExCo for review. This support, in the form of the equivalent cost of appointing an LSA will be with the student until he/she leaves school (after Y11) if needs of the student continue to require this support.
- Additional support for a student is only requested when it is assessed that the additional support a student needs cannot be provided from within the school’s current resources. These resources may include funding for staff and/or specialist equipment.