Additional Provision

All the teachers at Humphry Davy School are teachers of children with special educational needs. As such Humphry Davy School adopts a ‘whole school approach’ which involves all the staff adhering to a model of good practice. The staff of the school are committed to identifying and providing for the needs of all children, irrespective of need in an inclusive environment and in line with the outcomes of the Every Child Matters Agenda. Inclusion is regarded as crucial to the policy, in line with that of the Local Authority. The school is currently working towards Inclusive, Dyslexia Friendly Schools status and will be assessed in Autumn Term 2013.

The school engages in an intensive transition programme for students joining us in Year 7, visiting their Primary School and organising a number of additional transition visits to ensure we know the students well before they join us in September, and have a plan in place to support their needs.

The special needs of the majority of our children are provided for within the framework of the normal curriculum with the emphasis on the quality of learning and the desire for all pupils to make significant progress. The Midpoint Centre provides both short and long term specialist support and intervention programmes for students who need to boost their literacy, numeracy and social skills. We work closely with the English Faculty to ensure appropriate teacher-led support is in place for students who join us with low levels for Literacy; for example in Years 7 and 8 we have a nurture group studying the KS3 English Curriculum through Read Write Inc. Fresh Start.

The school employs a number of Teaching Assistants. Some are specialists in specific special educational needs while others work across a range of additional needs. They work with specific allotted children 1:1 or in small groups in both mainstream lessons and on individual learning programmes delivered in the Midpoint Centre. Interventions are carefully planned and targeted. Interventions last 6 weeks and the impact of the Intervention is evidence-based and is assessed at the end of the six week programme to give next steps for the student, teachers and support staff. The School also has two Autism Champions who have received specialist training in how to support students with ASD in a mainstream school setting.

The School’s policy on Special Educational Needs complies fully with recent Government legislation and with the revised Code of Practice; it is monitored and reviewed regularly by both staff and Governors. Any parent who is concerned about how the special needs of a child will be met should contact the school’s SENDCO:

The School’s SEN Policy can be found in the Policies Section of the website.

Humphry Davy School follows the Local Authority Equal Opportunities Policy and guidelines. The entire school is fully committed to the promotion of equality of opportunity in all areas of school life.