SEND Department and Policies
Special Educational Needs and Disabilities Department
The philosophy of the department is to support students to gain the necessary skills that they require to become independent learners before they leave the school. The policies and processes we adhere to in the SEND Department can be viewed by clicking on the link opposite.
- Mrs K Bunting - SENCO - WNAT
- Mrs H. Dawson - Senior Assistant Trust SENco - WNAT
SEN Achievement & Progress Support Assistant Team (APSA)
- Mrs K Boltwood
- Mrs M Calvert
- Mrs L Compton-Cook
- Mrs L Hodgson
- Mr S Marshall
- Miss B Andrews
- Mrs C Stroud
- Miss E. O'Cruelly - Apprentice APSA
- Miss A Maryon
- Mrs K Mitchell
- Mrs J Roberts
- Mrs J Swinton
- Mrs Holt
- Mrs S Pettifar
- Mrs K Vargeson - Primary Teacher
- Mr E McConnachie - Apprentice APSA
Supported by Learning Mentors in English, Maths and Science
Literacy support takes place in lessons and by withdrawal with programmes running during registration and throughout the day. These aim to boost students’ literacy levels and confidence within this area. Within year 7 and 8 Literacy lessons are run on a weekly or fortnightly basis. Intervention for these year groups focuses on reading, comprehension, spelling and handwriting predominantly completed in small group sessions running 3-5 times a fortnight. The Accelerated Reader program is a computerised program that tests reading comprehension. Students select books on their reading level, read independently, and take an independent comprehension test on the computer. Year 10 and 11 students may also opt for Additional English.
The Dyslexia Mentor meets regularly with students to offer support and strategies.
Numeracy support takes place in lessons and by withdrawal predominantly during registration. The aim of numeracy intervention is to boost confidence and ability. Additionally small group teaching may take place instead of in lesson teaching. Year 10 and 11 students may also opt for Additional Maths.
Social Communication Group
This group supports students to overcome barriers presented due to social and communication difficulties. The majority of this intervention is run during form time. Students are withdrawn from lessons, for a time limited period, to access this support when a higher level of support is needed.
A sensory motor skills programme run during registration time to support students in being ready for the school day both physically and mentally.
A touch typing programme is run during registration time to support students typing skills.
Key Stage 4
Some pupils in Key Stage 4 follow a reduced GCSE curriculum. These students have a access to different options including ‘Study Session’ or ‘Additional English and Maths’ allowing them to access more individual support, boost literacy and numeracy skills and manage GCSE work.
We also offer Preparation for Working Life as a different option to GCSE’s which supports students in accessing life after education.
Other interventions within school
In addition to the above, Marshland High school offer a variety of interventions aimed at individual needs. As with all interventions these may take place during lesson time. We understand that this is essential at times to enable us to ensure the individualised support for students is in place. The interventions do not impact core subjects and there is a time limit on these interventions to ensure that they do not impact on a student's learning and our aspiration for them to access the school's curriculum. For further information on these interventions please refer to the SEND Information Report or contact the school.
The policies and processes we adhere to can be viewed or downloaded from the table below.
Marshland High School values high quality teaching and provision for all students. We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community including those identified as SEND
At Marshland High School we believe in equal opportunities for all the children, irrespective of social background, culture, race, gender, physical disabilities or ability. It is our belief that they should provide a learning environment that is motivating, exciting and caring, in order for a child to develop a sense of high self-esteem and academic achievement and to be able to fulfil their potential.
|Code of Practice||
This document contains the statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities from 0 to 25 years.
|Managing Medical Conditions Policy||
Marshland High School is an inclusive community that welcomes and supports students with medical conditions. We provide all students with any medical condition the same opportunities as others at the school by ensuring all staff understand their duty of care to children and young people in the event of an emergency.
|Norfolk's Local Offer||
As part of the ongoing preparation for the introduction of the Children and Families Act, Norfolk LA is working with partners to produce its ‘local offer.’