Learning Support Department
At CVMS we are committed to offering an inclusive curriculum to ensure the best possible outcomes for all of our pupils whatever their needs or abilities. Our educational aims for students with special educational needs and/or disabilities are the same as those for all students in the school. Full inclusion is a high priority and we encourage all students to take an active role in their learning and all aspects of school life.
The Learning Support Department (LSU)
Head of Learning Support/Special Educational Needs Co-ordinator (SENCo) : Shazia Ahmed
SEND Link Directors (Governors): Stephen Ndoca; Peter Stewart
KS3 SEN teacher/English teacher: Patti Openibo
LEAD learning Mentor: Sacha Malhame
Learning Support Assistants
Identification of SEN
Pupils are identified according to the RBKC criteria for SEN as defined in the SEN Code of Practice 2014:
● Communication and interaction
● Cognition and Learning
● Social, emotional and mental health
● Sensory and/or physical needs
At Cardinal Vaughan we have a three-tiered approach to supporting a child’s learning:
● Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.
● Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.
● Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEN or an EHC Plan.
Some children have a Medical (MED) need which does not necessarily imply SEN but they will be included on the school medical list
What are special educational needs?
If your child has more difficulties than most children their age with aspects of their learning, communication or behaviour, they are likely to benefit from additional support in school which will enable them to access the curriculum at their level. This is achieved by a flexible combination of extra support within lessons and some withdrawal on occasions.
Good special needs practice is good practice for all students, which is of utmost importance as any student may encounter difficulties at some stage in their school lives. Within school, this means that they will be identified on the school’s school support list so that provision to meet their needs can be planned for.
Sometimes parents/carers can be concerned about their child being identified with SEN; please do not be. It is simply a record of which students require additional support and allows the Special Educational Needs Co-ordinator to ensure that resources are allocated appropriately and to enable support to be sought for your child from additional outside agencies, such as an Educational Psychologist, Specialist Advisors, Outreach Support Workers or Speech & Language Therapist.