Department Aims

• Some students, particularly those with EHCPs or statements may require an adult to support them in the classroom. A Teaching Assistant may work 1:1 with the student but will more commonly work with a range of students. They will help by:

• Mediating between the classwork set and the student so that the student can get started
• Building the confidence of the student by asking additional questions and do additional checking in
• Helping the student to get started and to organise themselves
• Encouraging students to challenge themselves and extend their work
• Helping the student to stay focussed

How does the school know if my child needs extra help?

• If your child is joining SCA and already has a special educational need, their previous school will inform and liaise the Special Educational Needs Co-ordinator (SENCo) at SCA to ensure there is a smooth transition and continuity of provision.
  
• Some children do well at junior school but find the transition to SCA difficult. The teachers and learning support assistants are very aware of this so any areas of need or concerns are spotted early and are referred to the SENCo so that support can be coordinated promptly.
  
• If teachers have concerns about pupil progress or attainment, parents will be contacted to discuss these concerns so they can share their views. There is a period of monitoring and review, including an analysis of the pupil’s progress compared with peers, national data and expectations of progress. Following this, and in consultation with all relevant staff at school, the pupil and the parents, a pupil may be identified as having SEN and appropriate provision will be made. 
  
• The school listens to parents. Sometimes, the first signs of difficulty are picked up through conversation at home so parents are always welcome to contact the school to talk about concerns.