Special Educational Needs
As a non-selective comprehensive, King Solomon Academy’s funding agreement, admissions criteria and ethos is that of a totally inclusive school. It is an all-through school educating pupils aged three to eighteen, including a significant number who have special educational needs.
How are children at King Solomon Academy monitored, assessed and identified as being in need of additional provision or having Special Educational needs?
a. All pupils when joining the academy are assessed to identify their current skills and levels of attainment, building on information gained from previous settings where relevant and appropriate
b. At King Solomon Academy, all pupils learn within either a termly or half-termly formal assessment cycle (depending on their age) where the progress of all children is monitored and reviewed across all areas of the curriculum
c. In between these formal assessment points, teachers and education support staff regularly monitor and assess the learning pupils undertake and meet on a weekly basis with senior colleagues to discuss any emerging concerns they must have about the progress and development of a particular people and to plan appropriate actions
d. The academy utilises the graduated approach model described within the Special educational needs and disability code of practice (January 2015) which draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people
2. How does King Solomon Academy assess the progress of pupils with SEN?
a. Annual review meetings occur each year for children who have a statement of Special Educational needs or an EHC Plan (Education and Health Care plan)
b. Individual learning plan (ILP) review meetings occur on a termly basis for all pupils with special educational needs who are subject to an ILP
c. Specific reviews of the progress and attainment of pupils with special educational needs occur as an integral part of termly or half-termly (age dependent) formal assessment cycle, including termly parent reports and parent meetings
d. The progress of pupils with speech, language and communication needs (SLCN) is assessed and reviewed in collaboration with the onsite speech and language therapist
e. Additional assessments are put in place (carried out by specialists if required) following these meetings should a need arise
3. What expertise and training do teachers and education support staff at King Solomon Academy have access to in order to meet the needs of special needs children?
a. Onsite speech and language therapist
b. Elkan Speech and Language training programme for education support staff
c. Onsite therapeutic provision delivered by Place 2Be
d. Westminster ASD outreach and support services
e. Westminster Education Psychology outreach and support services
f. Westminster Speech and Language outreach and support services
g. School nursing service
h. Weekly coaching support from senior staff regarding teaching & learning strategies
4. What facilities and equipment are available for pupils with special educational needs?
a. The school has a lift to support with mobility
b. A make-shift sensory area
c. Some tablets loaded with relevant and specific educational programs
d. Sloped handwriting desk-top boards
The needs for further, pupil-specific resources are assessed on an individual basis. As such, some pupils have access to items and equipment such as tangles, pencil grips, sand-timers, ear-defenders and distraction tasks when required