SEN

Buxton Curriculum Intent

 

Opening doors, inspiring ambition

Buxton School is an all-through school in East London providing inclusive education all the way from Reception to Year 11.  Our all-through tailored curriculum represents our unique family of learners. Our school community is enriched with a variety of ethnicities, languages and religions and our curriculum reflects and respects this wonderful diversity.

Our curriculum challenges our students to consider the world around them from more than one perspective. We aim to inspire ambition, develop personal empowerment, build resilience and stimulate creative and critical thinking. Furthermore, we strive to develop cultural knowledge and provoke learners to have a curiosity about the world that they live in, to successfully prepare and equip them for the future

 

SEN Curriculum Intent

  • Buxton School is an inclusive all-through school in East London. We are committed to providing an appropriate and high-quality education to all the pupils and young people living in our local area.  
  • We believe that all pupils, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them.   
  • Our pupils are fully included in all aspects of school life enabling them to meet their full potential.  
  • Buxton School’s SEND department is inclusive, collaborative, and empathetic. It strives to provide the best provision possible for all children with special educational needs. Pupils have access to additional support activities such as Numeracy and Literacy interventions, Art Therapy/Counselling.  
  • The SEND department has developed a range of resources and interventions meeting the needs of pupils in the mainstream classroom. 
  • The Secondary Phase has a resourced provision for Speech, Language and communication Needs.

 

Primary Intent: We aim to…

  1. Identify and support all children with SEND throughout their Primary education.
  2. Employ Early Identification and a holistic approach to supporting children’s needs
  3. Share multi-agency professional information, where appropriate with staff and following the assess, plan do review cycle for SEND/ emerging SEND pupils, to enable them to access the curriculum and appropriate interventions in order to help them make progress, work towards their outcomes reach their full potential academically, socially and in terms of their SEMH.
  4. Target interventions using the 3-wave approach of universal (classroom), targeted (small group/1:1) and specialist support (professionals e.g. SALT).

 

Secondary Intent: We aim to…

  1. Teach English in a small group setting that follows the mainstream English Curriculum/scheme of learning at KS3 and GCSE, ensuring accessibility by heavily adapting to needs of the focus students. This is alongside teaching small group withdrawal literacy to focus students, which is personalized to their needs.
  2. Share multi-agency professional information, where appropriate with staff and following the assess, plan do review cycle for SEND/ emerging SEND pupils, to enable them to access the curriculum and appropriate interventions in order to help them make progress, work towards their outcomes reach their full potential academically, socially and in terms of their SEMH.
  3. Target interventions using the 3-wave approach of universal (classroom), targeted (small group/1:1) and specialist support (professionals e.g. SALT).

 

Implementation: How do we achieve our aims

  • Early identification of children’s needs.
  • Early intervention and targeted support.
  • Empathetic and clear communication with parents around children’s needs.
  • Early referrals and outside agency support for more complex needs.
  • Termly reviews of need, support, interventions and progress within a systematic approach.
  • EHC Needs assessments completed at the earliest opportunity to provide longer term support for children with complex needs.
  • A holistic approach to supporting all the children’s needs including SEMH.
  • Extensive training and support for Teaching Assistants to be effective and knowledgeable in their support of children with SEND.
  • Person/family-centred approach- working collaboratively with multiagency professionals as well as colleagues within the school to work towards achieving the outcomes detailed in EHCPs and other legal professional reports.
  • Pupils may be put forward to an outside agency or may sit on a waiting list of a particular agency (e.g. PCT CAMHS, CAMHS, SALT, Educational Psychology, School Counsellor, Mentoring, BACME, Play Therapy).
  • Targeted interventions following specific approaches based on need of individual students; all pupils in secondary are assessed and levels are shared with pupils, parents and staff.
  • SEND pathways to flag up concerns can be submitted by parent/carers, staff and students themselves to SENCOs.

 

Further Information – Buxton School

send_report_buxton_school_2022_2023_pdf

buxton_send_policy_2022_23_.pdf

 

 

Future Information – Waltham Forest Local Education Authority

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