Curriculum access arrangements are in place for students with special or additional
educational needs. Students are fully integrated within the mainstream classroom
organisation of the school and individual learning needs are provided for by appropriate
setting arrangements, differentiation of the curriculum and in-class support.
A
wide range of individual needs are catered for including learning difficulties,
sensory and physical difficulties, medical disabilities and behavioural, emotional
and social difficulties.
Provision for students’ individual needs will be detailed
in a
Personal Education Plan (PEP) which will give details of any curriculum modification
and target setting; behaviour management issues; special curriculum access arrangements
and any specific pastoral provision required.
 Where medical issues
have a significant
impact on learning, some students will have a written Care Plan. Where a medical
condition leads to prolonged absence, i.e longer than three weeks, an application
can be made through the school medical officer, for Home Tuition.
Additional support
packages are developed to meet the needs of individual students who may have physical
disabilities. Access to all curriculum areas for wheelchair users, is good. There
are lifts in two parts of the building and access is enabled elsewhere with the
provision of ramps and stair lifts. Each student also has an individual fire evacuation
plan. Two hygiene rooms are available for use, equipped with ceiling hoists and
shower facilities. Provision of a Physiotherapy plinth allows physiotherapy sessions
to take place in school.
A designated Learning Support Base is provided, which
offers a sheltered environment to students who find school a challenging environment.
Students are catered for here in a variety of ways to supplement their mainstream
provision.
A Resourced Provision
for the Hearing Impaired is provided to support
the needs of students with hearing loss ranging from moderate to profound. Mrs Combes,
a member of the NYCC Specialist Teaching Service, who is a qualified teacher of
the deaf and a signer, is in charge of this provision. She has a peripatetic role
but is based in the school for part of the week. Mrs Combes also has responsibility
for monitoring all the students with hearing impairment in the school. Students
may be supported by teaching assistants and there are designated classrooms areas
supported with a soundfield system. Small group activities in the Resource Provision
are sometimes organised to provide access to a language-enriched environment and
extend the development of speech and language. Signing support in British Sign Language
is offered.
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