Special Education Needs

At JFS we have a large Special Education Needs department with dedicated and professional learning assistants and mentors

OUR AIM

The aim of special educational needs (SEND) provision at JFS, is to promote the development of individual students to help them achieve their full potential, to encourage and develop self-confidence and to prepare students for the opportunities, responsibilities and experiences of adult life. JFS is committed to the fair and equal treatment of all individuals.

GENERAL INFORMATION

At JFS we ensure access to a broad, balanced and differentiated curriculum relevant to all children’s needs. We are committed to the principle of integration of students with a wide range of needs and to this end provide support through our Special Needs Department throughout the School, targeted as far as possible according to need. SEN staff work enthusiastically and productively with all staff across the curriculum, liaising with subject departments to support SEN students. 

The Special Educational Needs (SEN) department has a suite of three dedicated teaching rooms which are located in a safe and secure setting in the central part of the School.  There is an additional classroom and a 1:1 room, based in an adjacent corridor.  All SEN teaching rooms are well equipped, each with a bank of computers.  There is also a large SENDCo’s office used for meetings with external agencies and parents.

STAFFING

The Department currently has four full/part-time teachers.  There are 22 Teaching Assistants supporting students with a Statement/EHC plan. Our students have a range of needs from specific, emotional and behavioural, general learning and physical disabilities.

SPECIFIC CURRICULUM SUPPORT

Teaching Assistants operate a range of in-class support strategies - small group withdrawal and one-to-one support.   These arrangements are offered across the curriculum, both at Key Stage 4 and Key Stage 3. TAs also provide a variety of interventions to small groups of students at both key stage 3 and 4.  These interventions include reading, comprehension, spelling, handwriting, maths, science and social skills.

Key Stage 3

In Year 7, there are six Springboard Mathematics groups.  These comprise of a small group of students who achieved Level 3 or below in their Key Stage 2 Mathematics SATs.  In addition, students who have been identified as having literacy needs follow a ten-week 1:1 programme.  These are students who have specific spelling difficulties and/or who achieved Level 3 or below in their Key Stage 2 English SATs.  Some students with a Statement/EHC Plan are withdrawn from Modern Foreign Languages and have additional one-to-one support. 

In Year 8, the SEN department teaches the lowest sets in Mathematics.  SEN teachers support the mainstream English lessons through a combination of team teaching and withdrawal.  Students not following the Modern Foreign Languages curriculum are given additional literacy support.

In Year 9, students with literacy difficulties are disapplied from Modern Foreign Languages and given extra literacy lessons.  Additional in-class support is given across the curriculum. 

Key Stage 4

At Key Stage 4, targeted in-class support is given for Mathematics and English through team-teaching with the subject teacher.  An ASDAN course in Personal and Social Development is offered to students as a Life Skills course.

A Study Skills course is taught to students with specific learning difficulties.

An alternative course, taught by SEN staff, comprising Entry Level English, Entry Level Mathematics, Entry Level Geography, one ASDAN course and a day at Paddington Arts Centre, where students follow a Media Editing Course, is offered for those students for whom the mainstream GCSE curriculum is not appropriate.