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The Department is staffed by one full-time Teacher and a team of Teaching Assistants employing a variety of teaching and support activities:
· Key worker support for individual students who need help with organisation.
· Support for students with social, behavioural or emotional issues.
· One-to-one support for students to boost literacy.
· In-class support, to liaise with specific teachers and support whole-class learning.
· Integration of students into classroom lessons from specialists units.
· Re-integration of students into classroom situations after prolonged absence.
Pupils' needs are identified by assessment. Specialist provision is coordinated for students who have Local Authority Statements of additional needs.
The SEN Department is concerned with valuing and developing individuals to enable them to work effectively as independent learners.
Meet The Staff
Special Educational Needs Co-ordinator (SENCO) Sheila Clement NASC.
Aims of the Department
Our Range of Support
We provide support for pupils with Specific Learning Difficulties (SpLD) including Dyslexia and Dyspraxia as well as those pupils who experience general learning difficulties. We can help pupils with concentration and organisational difficulties and offer practical support in improving study skills. We support pupils with Asperger’s Syndrome, Autistic Spectrum Disorders, Attention Deficit Hyperactivity Disorder (ADHD), Speech, Language and Communication Needs and Physical
Difficulties as well as pupils with sensory difficulties such as Visual and Hearing impairment. Some difficulties may be long term, others are temporary. Many difficulties can be addressed by mainstream teaching staff. We also offer support to pupils who find it difficult to access mainstream lessons for a short time for a variety of reasons.
Curriculum Support is a dedicated space for SEN pupils.
Curriculum Support has high expectations of pupils and promotes a positive ethos which builds on their strengths. Support for a wide range of individual needs is available on an in class basis or withdrawal basis. Careful monitoring of progress, target setting, reviewing assessment are an integral part of our work, which is child centred in order to promote the highest potential in each child.
All pupils are encouraged to attend Homework Club in the Learning Resource Centre (LRC) every night apart from Wednesday 3pm to 3.30pm.
Primary liaison takes place during the Summer Term when the SENCO visits feeder primary schools to collect information on the pupils transferring to Fearns Community Sports College. Curriculum Support staff will attend Year 6 Annual Reviews for pupils with Statements of Special Educational Needs and other reviews as appropriate. Year 6 pupils at School Action Plus, or who have Statements of Special Educational Needs will be invited to visit Fearns during the Summer Term. The pupils will be issued with a transition booklet to complete. Parents are invited to an informal drop-in afternoon at the end of the Summer Term where they can meet the Curriculum Support staff who will be working with their children. Parents are encouraged to visit the Curriculum Support department independently to liaise with learning support staff about their children’s individual needs.
In the first few weeks of the Autumn Term all the Year 7 pupils undergo screening for reading, spelling, writing and numeracy. This enables the department together with the information from Primary Liaison to identify pupils who may need extra support. Pupils are observed in class and discussed with core subject teachers.
Further assessment can be administered through a variety of tests and screening programmes which identify specific learning difficulties. The complete picture is supported through consultation with the parents.
Screening tests are also administered on a whole school basis in May. Year 9 pupils who may need access arrangements for external examinations are identified and appropriate provision can be applied for.
If despite specialist intervention, a pupil fails to make progress they may be referred to an external specialist agency or the educational psychologist for further assessment.
We always consult and preferably meet with the parents / carers before beginning any additional support intervention. Individual Education Plans will be discussed and reviewed as appropriate and will include ways that pupils can be supported at home.
Curriculum Support Review meetings are held twice a year in January and June where parents / carers can meet the staff who have been working with their child to discuss progress.
Parents are welcome to make contact with Curriculum Support staff at any time and depending on the pupil’s needs may be in quite regular contact.
Subject teachers and TAs co-operate in the classroom and share high academic, social and behavioural expectations of all students. Students with SEN are supported in class and by individual or group withdrawal.