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SEND Information
Wolverley CE Secondary School aims to be a fully inclusive school that provides a broad, balanced and relevant curriculum of the highest quality to all of our students.
Wherever possible, this is personalised in order for every student to achieve success. Appropriate support and intervention enables all students with additional educational needs to experience and enjoy positive achievement. We achieve this by taking into account the students’ varied life experiences and needs to ensure that all students are able to flourish both socially and academically.
By having ‘additional educational needs’ we mean that the child will have much greater difficulty in learning than the majority of children of the same age. Consequently, students with additional/special needs will have access to a supportive team of Learning Support Assistants who will:
- Support learning inside the mainstream classroom
- Support learning within The Learning Centre
- Supervise activities at break and lunch time in The Learning Centre
- Keep learning on track with individuals or small groups of students via specific and targeted interventions including: Social Communication, Language for Thinking and Rapid Reading, this is not an exhaustive list
As each student progresses through the school we believe that they should be given the best possible opportunity to realise their potential. In helping students to achieve this, the school is committed to ensuring that every student completes their studies with a range of qualifications and skills that provides them with a wide and varied choice for the future. The SEND annual report is intended to outline the ways in which we support our students who are identified as having a Special Educational Need or Disability (SEND) to do this.
All Worcestershire maintained schools have a similar approach to meeting the needs of students with SEND. We are supported by the Local Authority to ensure that all students with SEND are catered for in a mainstream setting wherever possible and where families want this to happen. However, it is important to remember that provision may change and develop over time.
The information required to be included in the SEND Annual Report is stated in the Special Educational Needs and Disability Regulations 2014 Schedule 1; information to be included in the SEN Report.
If you would like further information please email Allison Boles who is our SENDCO at: SENDCO@wolverley.worcs.sch.uk
Coronavirus (COVID-19) SEND Local Offer
Access Arrangements
Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries to:
- Access the assessment.
- Show what they know and can do without changing the demands of the assessment.
The intention behind an access arrangement is to meet the particular needs of an individual candidate without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 to make ‘reasonable adjustments’.
We follow the guidelines from JCQ – Joint Council for Qualifications. If the following guidelines are not followed, then access arrangements can be withdrawn.
The access arrangement a student is granted e.g. laptop use/rest breaks/25% extra time, should be their ‘normal way of working’ i.e. in lessons, homework/flipped learning, exams etc. It is not allowed to be used only in examinations. The JCQ guidelines specifically state that it must be a student’s ‘normal way of working’, which must be supported by evidence and so a clear history of support and provision is needed. Access arrangements cannot be granted suddenly just before an examination as this does not show a student’s usual way of working or a clear history of provision and support.
Therefore, it is important that regular evidence is submitted to the SENDCo to show that a student is still using their access arrangements as part of their usual practice. Teachers will also be contacted to agree that a student has been using their arrangements as their ‘normal way of working’.
