SEND Provision

Special Educational Needs and Disability Provision

The Forest High School Whole school Provision Map

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FHS Vision for Learning Support: All SEND students receive high quality personalised interventions either through classroom learning activities, targeted small group learning activities or intensive individual intervention. FHS will develop an AFLC (Achievement First Learning Centre) which responds to the educational, social and emotional needs of our students. This AFLC will support our young people who struggle to cope with the daily challenges in school and who require additional support because they face a range of difficulties with learning, poor behaviour for learning, a deficit in terms of social skills and the challenges associated with returning to school after a long absence or family trauma. The AFLC will support all age groups in the school and students with all prior attainment histories. Some of the support and interventions will be dedicated to personal, social and health education, self-regulation, anger management and reflection. These strategies will equip students with the skills to succeed both in school and in life.

The absolute imperative of the AFLC will be to return students to mainstream lessons as soon as it is appropriate to their needs. A number of learning support mentors (LSMs) will support the students in the AFLC and in lessons.

These LSMs will have subject specialisms and act as advisers to other members of the team on specific learning conditions. The AFLC will also have a LMS who supports young people with their social and emotional challenges. The school counsellors will be available in the AFLC for pre-booked and drop in appointments. The AFLC will work with a range of outside agencies (social care, Early Help, Young Carers, Educational Psychologists and sensory support teams) to ensure that our young people receive the right and appropriate care and support.

The FHS SENCO will manage the AFLC, support by the deputy SENCO and the learning manager.

Provision is subject to change as the school reviews it’s provision annually	Cognition & Learning	Communication & Interaction	Social, Emotional & Mental Health	Physical & Sensory inc. HI & SI
	Quality First Teaching underpins every stage of a student’s educational journey.
Wave 1 Promoting inclusion in the classroom	Quality First Teaching. Differentiation. Suitable learning challenges. Increased use of visual aids and modelling. Use of writing frames. Access to ICT. Extra time to complete work. Vocabulary lists, key terms etc. Consolidation of key points.	Quality First Teaching. Differentiation. Simplified language. Emphasis and explicit teaching of key words. Increased use of visual aids and modelling. Use of symbols. Structured routines. Appropriate prompting / refocusing. Checking of comprehension. Use of memory aids.	Behaviour policy. Whole school and class rules. Whole school and class reward and sanctions system.	Flexible teaching arrangements. Staff awareness of implications of physical impairments. Writing slopes. Pencil grips. Foot plates. Medical support and advice. Moving and handling training as necessary.
Wave 2 Additional to / different from most students	Small group interventions – reading, spelling, numeracy, exam strategies and revision tips. In class TA support (where available). Assessments for Access Arrangements with support of data, teacher recommendations and an established history of need.	Small group social skills. In class TA support (where available). Access to Learning Support area – The Branch during social times.	Small group anger management. Small group social skills. In class TA support (where available). Access to Learning Support Break area – The Branch during social times.	In class TA support for health and safety (where available). Access toThe Branch during social times. Modified materials and exam papers. Increased level of support and supervision for school trips. Care Plans as appropriate.
Wave 3 Personalised (for students with EHCPs / My Plan+)	Access Arrangements, e.g. reader, scribe and extra time. Advice from the Educational Psychologist. Access to YST. Bespoke 1:1 support (where available). Annual reviews for those students with EHCPs. Reduced timetable as appropriate to need and as a result of a school based decision. Bespoke transition packages.	Advice and support from outside agencies, e.g. Speech & Language Therapist, Advisory Teacher Service. Visual timetables. Access to YST. 1:1 emotional support. 1:1 social skills. Access Arrangements, e.g. rest breaks, small room. Bespoke transition packages.	1:1 anger management. Personalised timetables and packages, e.g. work experience as appropriate to need and as a result of a school based decision. Re-integration programme. Advice from the Educational Psychologist. Access to YST. Access Arrangements. Bespoke transition packages.	1:1 TA support for health and safety or curriculum access. Access to ICT. Advice from the Advisory Teacher Service. Access to YST. Physiotherapy / Occupational programmes as necessary. Access Arrangements. Bespoke transition packages.

Ms Liane Pitcher-Leigh is the SENCo for the School.

Please direct enquiries to Ms Steve Branson.

SEND Provision

The Forest High School Whole school Provision Map

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