SEN and disability

The provision, support and opportunities we offer and provide those students we work with directly or indirectly are informed by the following principles that underpin effective and evidence-based practice. These are the ten principles that are the context that informs how we continue to reflect, consult, design and map our provision to best meet the needs and aspirations of our student population: 

  • Have high expectations and ambitions for all students with or without SEN/D 
  • Support the learning and teaching of an appropriate curriculum providing challenge, support and aspiration for all students with SEN/D 
  • Work closely with students, their adults and staff providing frequent, honest and open communication with all groups and enabling effective and meaningful student voice 
  • Effective use of resources through appropriate deployment of trained Learning Support Assistants, high quality administrative support and a graduated approach to interventions 
  • Co-ordinate provision with a clear system of referral with a single provision map of the support provided 
  • Use effective, evidence-based interventions in both in-class, individual and small group support programmes 
  • Develop expertise within the support department and work in effective partnerships with outside agencies to offer the best access to high quality support 
  • Track and monitor progress of students with SEN/D across a range of subjects and identify and analyse patterns of achievements across different SEN/D and vulnerable student groups 
  • Evaluate the impact of interventions making appropriate adjustments to ensure desired outcomes and progress 

The Local Offer 

Please click on this link to view Brighton and Hove City Council’s Local Offer: https://www.brighton-hove.gov.uk/special-educational-needs-and-disabilities 

 Paul Watson | SENCo 

Email: [email protected].uk 

The support department

The Support Department at Dorothy Stringer is friendly and inclusive, enabling students to learn, enjoy and achieve in all that school has to offer. It supports students to develop the tools they need to remove the barriers they may face. 

The department supports students with a wide range of additional needs through close interaction with the students themselves, their parents, their class teachers, outside agencies and the pastoral team. This holistic approach allows all students to achieve their full potential. Students are supported in a variety of ways. These can include adaptation of learning materials, in-class support, small group work, mentoring or a personalised curriculum. 

The department aims to identify and assess the additional learning needs of students who require extra support as soon as possible after they begin in Year 7. Students are then reassessed throughout their time at school to ensure that all their needs are being met. Individual education and behaviour plans are written in conjunction with the student to give them a clear picture of how they can access a balanced and broad curriculum and to encourage them to take ownership of their learning. 

We work with outside agencies who offer expertise, advice and support including the Language and Literacy Support Service, the Sensory Needs Service, the Autistic Spectrum Condition Support Service and other specialists as required. 

At Dorothy Stringer, we support all our students to fulfil their potential, and this includes students with additional behavioural needs. Sometimes, students need extra guidance about how to manage their feelings and emotions. Our vulnerable students are particularly well cared for at Dorothy Stringer with designated safe spaces for students who need extra consideration and time with our devoted and caring members of staff. The Support Department staff encourage students to take responsibility for their own learning and conduct, providing students with the tools they need to overcome the barriers to fulfilling their potential.

 

Below you can find a useful video full of information from our SENCo, Paul Watson.