Special needs and disabilities
We are committed to meeting the needs of all students to enable them to excel. Part of this commitment is to identify and appropriately support students with SEND. We work with students, parents and other professionals to identify needs, provide appropriate support and review it to ensure it is effective.
Students have special educational needs if they have a learning difficulty or disability which means that they need special education provision to be made for them, this is usually provision which is additional to or different from that normally available in a differentiated curriculum.
Needs may be physical, emotional, social or cognitive. There is no “one size fits all”. Essentially if students, or their parents, feel as though they may require additional support with accessing any element of their school life, we want to work with them to overcome their barriers to learning.
As part of the application process to join EMS, students and teachers are asked to let us know about any identified needs. Students with identified SEND meet with a member of our support staff prior to joining the school. This is not part of our selection process but is useful to ensure we are in a position to properly support students as they transition from their current school to EMS.
Once students are attending EMS, staff are extremely vigilant regarding needs that may not have been identified. They get to know the students well, in order to provide individually tailored support. Parents are also encouraged to get in touch and let us know of any concerns that they have. It’s not uncommon for needs to be identified once a student has joined the school.
We use the expertise available at Exeter College to support our assessments of need. For example, when students show signs of having a Specific Learning Need, they are referred to Exeter College for a screening assessment.
Provision of Support
When a student is identified as having SEND, we take action to support effective learning by removing barriers to learning and putting effective provision in place. This SEND support takes the form of a four-part cycle known as the graduated approach – assess, plan, do, review.
- Teachers, tutors and SEND coordinators all contribute to assess the needs of each student
- With each student’s input and parent/carer’s where appropriate we decide whether to make a plan to put in place any additional support needed during class and exams.
- Teachers, tutors and the support team are then responsible for implementing and doing the adjustments outlined for each student.
- The provision of support for each student with SEND is reviewed termly or when changes are necessary.
Although there is a specific process as outlined above, our open door policy and approachable staff mean that those with SEND can always access support.
Joe Rowing (firstname.lastname@example.org), is the school’s SENCO and works closely with Grace Strachan (email@example.com), the Lead Pastoral Tutor, to coordinate support in school for which all staff members are responsible.