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Teaching, Learning and the Curriculum

How We Support SEND

Durham Trinity School & Sports College prides itself in being very inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Pupils to gain in confidence and improve their self-esteem.
  • To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every child the entitlement to a sense of achievement.
  • To regularly review the policy and practice in order to achieve best practice.

Types of SEND

At Durham Trinity School and Sports College, we have experience of supporting pupils  with a wide range of need including:

  • Communication and Interaction

Includes pupils with Autism Spectrum Condition and those with Speech, Language and Communication Needs

  • Cognition and Learning

Includes pupils with Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties

The school population via SEND type in September 2018 is:

  • Moderate Learning Difficulties –20 pupils;
  • Severe Learning Difficulties – 63 pupils;
  • Communication Disorders including Autism – 109 pupils;
  • Profound & Multiple Learning Difficulties – 18 pupils.

This information changes as/when  pupils receive a new diagnosis or their prime special educational need changes.

In addition some pupils also have Sensory and/or Physical Difficulties.  These pupils may access additional individual support from the Local Authority SEND and Inclusion Service.

The school provides data on the levels and types of need to the Local Authority.  This is collected through the school census.    

Teaching, Learning and the Curriculum

At Durham Trinity School & Sports College, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

For further information you can view the Teaching & Learning Policy in the School Policies section of our website.

How we identify and assess children with special educational needs

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

At Durham Trinity School & Sports College, we follow a graduated support approach which is called “Assess, Plan,Do, Review”.

This means that we will:

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

As part of this approach, we will produce an Individual Learning Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes.  Parents and carers will be fully involved in this process.  This is updated termly.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.

Full details can be found on the Local Offer website.

You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:

All our pupils have clearly identified  special educational needs.  All pupils have access to Quality First Teaching. This includes access to:

  • Teaching from staff who have knowledge, skills and experience in special education;
  • A fully accessible, purpose built building with specialist facilities(such as learner pool, therapy room, sensory room, specialist teaching rooms with adjustable furniture);
  • An inclusive community;
  • A small steps approach to teaching and learning;
  • Staff trained in behaviour management and positive handling;
  • Staff trained in working with pupils who have an Autistic Spectrum Disorder;
  • Small class sizes;,
  • A variety of staff to support education, health and welfare needs;
  • National Curriculum adapted and differentiated to meet individual needs;
  • External agencies such as physiotherapy, occupational therapy, improving progression team;
  • Extra-curricular activities including after school clubs, lunch time clubs;
  • Appropriate external accreditation at Key Stage 4 and Post 16;

We evaluate our provision through the use of progress data, parent and pupil feedback, governor and link inspector monitoring visits.

The progress of pupils is measured in a variety of ways including Early Years Foundation Stage Milestones, National Curriculum, BSquared, External  Accreditation

Staffing and any Specialist Qualifications/Expertise

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.