SEND Provision

SEND Areas of Need

Special Educational Needs and Disabilities (SEND) are divided into areas of need:

  • Cognition and Learning.
  • Social, Emotional and Mental Health.
  • Communication and Interaction.
  • Sensory and/or Physical.

How SEND Provision Works at Kings Langley School

The Learning Support Department is led by the SENCo, Linda Patterson. Kings Langley School have divided the department into three sub centres, combining the communication and sensory areas of need. Whilst the department is one cohesive area, the three centres each have their own leads who work closely together as most students with SEND will have a primary need but, as the graphic shows, these needs may overlap into another area.

Senco venn June v3 jpeg

The Centre Leads

  • Communication Centre Lead - Linda Patterson who is also the SENCo.
  • Cognition and Learning Centre Lead - Adele Norman, HLTA specialising in maths.
  • Social, Emotional, and Mental Health Lead - Louise Norris, HLTA specialising in SEMH and Wellbeing.
  • Each of these can be contacted via Karen Jones, SEN Administrator, on lsdp@kls.herts.sch.uk

Kings Langley School Waves of Provision

The triangle diagram demonstrates the waves of provision at Kings Langley School. (Further specific details are in the table below)

  • Wave 1: All Students - quality first teaching with differentiation, scaffolding and challenge in an inclusive learning environment.
  • Wave 2: Targeted Groups - small group interventions to support specific needs within the curriculum.
  • Wave 3: Individual Students - targeted, personalised interventions and support. 

WAVES

What does Inclusive Quality First Teaching Look Like?

High achievement for all through high expectations and high aspirations where the learning needs of all students are considered:

  • Lessons are well planned, focused and differentiated appropriately with clear success criteria.
  • A planned range of teaching skills, strategies and approaches are deployed to engage all children.
  • Practitioners provide clear explanations of teaching points and use appropriate questioning to develop understanding and to set challenges.
  • Students are fully engaged in their learning, having opportunities to work both independently and collaboratively. Positive praise and effective feedback promotes further learning.

 

What do the Kings Langley School Waves of Support Look Like?

 

Area of Difficulty

Wave 1

Inclusive quality first teaching for all

Wave 2

Additional interventions to secure age related expectations

Wave 3

Targeted and personalised interventions

Cognition and Learning

 

 

Quality first teaching with differentiation, scaffolding and challenge in an inclusive learning environment.

Teaching assistant (TA) support in class.

Access to assessment for identification of significant needs.

Dedicated and caring staff who value students

Classrooms use increased visual aids.

Additional TA support at lunchtime in Homework Hub.

Access to ICT to help reduce barriers to learning.

Structured school and classroom routines.

Small group booster sessions in Mathematics. 

Small group booster sessions in English.

Paired reading/numeracy work completed by sixth formers.

Subject specific catch up programmes at lunchtimes and after school.

Staff updated via Learning Plans for individual students including recommended strategies.

Ongoing assessment of all students in the Cognition and Learning Centre.

1:1 in school support.

Exam/assessments access arrangements.

Learning Plans tailored to student needs.

On-going monitoring and regular feedback to parents/carers.

Cognition and Learning Centre Lead updates/meets with parents

Support from external agencies where appropriate.

Pastoral support and referrals.

Specialist teacher support.

Communication Centre

Quality first teaching with differentiation, scaffolding and challenge in an inclusive learning environment.

Form Tutor, Pastoral Lead and Learning Mentor as first point of contact.

Complies with Disability Discrimination Act.

Transition - visits to Primary School by the Pastoral Lead and SENCo. Parents receive transition booklet.

Teachers take into account individual needs in class seating plans.

Access to ICT to help reduce barriers to learning.

Transition – student visit to KLS for orientation.

Staff updated via Learning Plans for individual students, including recommended strategies.

Small group booster sessions

Lunchtime Peer Support group (facilitated by Support Centre Staff).

Access to assessment for identification of significant language needs.

Ongoing assessment of all students in the Communication Centre.

Time out cards.

The Centre offers safe space for students.

A transition visit to the School for the student and parents.

Referrals to outside agencies: Education Psychologist, CAMHS etc.

Communication Centre Lead updates/meets with parents.

Further assessments.

Individual resources.

Communication Centre Lead updates/meets with parents.

Exam Access Arrangements.

Student Trips may be supported.

Time out cards.

Crisis management.

Managed timetables to reduce anxiety/stress/behavioural pinch points.

Support Centre

Form Tutor, Pastoral Lead and Learning Mentor as first point of contact.

Quality first teaching with differentiation, scaffolding and challenge in an inclusive learning environment.

Complies with Disability Discrimination Act.

Transition - visits to Primary School by the Pastoral Lead and SENCo. Parents receive transition booklet.

Transition support between key stage 3/4/5.

Teachers take into account individual needs in class seating plans.

All staff are trained in safeguarding –  we have designated DSPs.

PSE lessons including the Penn Resilience Programme in Y7

Staff updated via Learning Plans for individual students, including recommended strategies.

Transition – student visit to the School for orientation.

Social Skills group support.

Lunchtime Peer Support group (facilitated by Support Centre Staff).

Drop in sessions for advice on daily issues.

Ongoing assessment of all students in the Support Centre.

Time out cards.

The Support Centre offers a safe space for students.

Learning Mentors with option to refer to counsellors.

Referrals to outside agencies: Education Psychologist and CAMHS etc.

Support Centre Lead updates/meets with parents.

Student Trips may be supported.

Transition visit to Kings Langley School for student and parents.

Further assessment.

1:1 support.

Counselling within the school remit.

Time out cards.

Crisis management.

Exam access arrangements.

Managed timetables to reduce anxiety/stress/behavioural pinch points.

The Local Offer

The 'local offer' term was specified by government. The Hertfordshire Local Offer gives information on what support is available in the local area for children and young people with special educational needs or disabilities and their families.

Further information

Special Educational Needs and Disability Code of Practice: 0 to 25 years

Supporting Pupils at School with Medical Conditions

Education Endowment Foundation – Making Best Use of Teaching Assistants

Mental Health and Behaviour in Schools

SEND Information Advice and Support (SENDIASS)

If you require further information regarding the content of this web page please contact Mrs Patterson, SENCo via lsdp@kls.herts.sch.uk