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INCLUSION

St. Wilfrid’s RC College values the achievement of Special Educational Needs and encourages all students to reach their potential.

The child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they have a significantly greater difficulty in learning than the majority of others of the same age or they have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.

Where a child or young person has a disability or health condition which requires special educational provision to be made they will be covered by the SEN definition.

The Objectives of St. Wilfrid's SEND Provision are:

  • To maintain and develop an inclusive ethos in which every student can grow to personal fulfilment and realise their full potential and character.
  • To ensure access to a broad, balanced and relevant curriculum for all students.
  • To identify students with additional needs and disabilities and to implement appropriate programmes/strategies to meet those needs as far as resources will allow.
  • To raise the self-esteem of students with additional needs and disabilities and to assist them to be autonomous learners.
  • To work with students to develop their independence.
  • To create an environment where school, parents/carers and outside agencies work together for the benefit of SEND students.
  • To support teaching staff in curriculum areas.  
  • To contribute to happiness and wellbeing in all areas of school life.
  • To ensure teaching and support staff are equipped to meet the needs of all SEND students.

Supporting SEND Students at St. Wilfrid's College:

We aim to support our students with SEND and their parents and carers so that they can achieve their potential and increase their life chances.

Provision and support exists throughout the school for students with special educational needs and disabilities. SEND provision is an integral part of our overall school provision.  Teachers use the SEND data we collect from primary schools and our own information and assessments to plan lessons and differentiate provision for students with SEND.

The provision may be in the form of extra classes, specifically designed extension opportunities, specific support or self-supported study, literacy enhancement programmes, one to one tuition, mentoring. We aim to be quick at identifying under-achievement and addressing it at individual or group level.
We offer in-class support with a team of highly dedicated Learning Support Assistants.

We are an inclusive school and have students with a range of SEND in our year groups.  The Learning Support Team strives to support students across the 11 – 18 age range by working closely with other departments to personalise the learning of SEND students and maximise their learning opportunities.  The department policy reflects current best practice in line with the Code of Practice for Special Educational Needs and other relevant legislation.

The Learning Support Teams' Work Includes:

  • Providing focused in-class support/tuition/mentoring as far as resources will allow.
  • Screening all students for reading, comprehension or spelling difficulties in year 7.
  • Monitoring, assessing and observing students teachers are concerned about and providing expertise around individual student’s needs and strategies for supporting them. 
  • Partnership work with our primary feeder schools.
  • Preparing reports in relation to students’ needs for outside agencies. 
  • Managing any SEND referrals to outside agencies or specialists. 
  • Working in multi-disciplinary teams supporting SEND students with complex needs or who are vulnerable.
  • Delivering Literacy enhancement programmes.
  • Providing Access arrangements for examinations for students with SEND.


“Sensory Services in South Tyneside have always had close links with St Wilfrid’s and over the years we had excellent collaborative working. Sensory Impaired students receive excellent support  (from their SENCO!) and are fully included in every aspect of school life.” (Sensory Services - Outside Agency)

"All staff are very caring about the students at the school and students respond to this by returning this value to their staff." (Ofsted Report - Feb 2014)

"Lessons display high levels of support for spiritual, moral, social and cultural aspects of learning and are very inclusive." (Ofsted Report - Feb 2014)

"The school has an obvious caring atmosphere and a family feel. The way in which staff and students speak to each other, and display care for each other, are impressive." (Ofsted Report - Feb 2014)

 

Inclusion Team

Mrs D. Hudson

My name is Mrs Hudson and I have worked as a Learning Support Assistant for the past 5 years. I have achieved Level 2 and Level 3 Teaching Assistant qualifications and currently undertaking my Level 4 (Higher Level Teaching Assistant). 
My role within school is to provide support, either on a one to one basis, with a small group or with the whole class, to ensure that progress in learning is made.  I also supervise a homework club every day after school where pupils have access to support and assistance, if needed, as well as computers, printers and equipment to ensure their homework is completed to the best possible standard. 

Mrs C. Pearson

My name is Mrs Pearson and I have been a Learning Support Assistant at St Wilfrid’s for the past 14 years.  My role includes working in and out of the classroom with individual pupils, small groups or as a general help to all pupils in the class.  Twice a week, before school, I listen to pupils at the reading club.  I also meet pupils at the start of the school week to ensure hearing aids are working.

Mrs B. Mankowski

My name is Mrs. Mankowski, I have worked as a teaching assistant at St. Wilfrids since the 1st of December 2014. My role includes working with small groups, one on one and as general support to increase learning. I have achieved my level three qualification supporting teaching and learning in schools. I also assist in picking up pupils attending reading club as well as supporting lunch time activities.

Mrs Ashley Jardine



My name is Ashley Jardine. I am Senco and Assistant Head Teacher, Inclusion. I have been working with children with additional needs for over 30 years. I have a degree in Humanities from Huddersfield and a PGCE from Durham. Additionally,  I have a Diploma in Special Needs from Sunderland University. During my time at St Wilfrid's , I have been mainly a member of the English Department - teaching from Y 7 to A Level English. I believe passionately that a successful school career is dependent on a strong partnership between home and school and one where the student's needs are placed at the centre of provision. I am ambitious for the futures’ of my students and want them to have the very best of life chances. I have great faith in my Teaching Assistant team and in the school's Pastoral system.

With a new SEN code of practice starting in September 2014 there are a variety of SEN documents being prepared and ratified. 

Please click the downloads below to view the documents:

SEND_Code_of_Practice_approved_by_Parliament_29.07.14.pdf
Special_educational_needs_and_disabilites_guide_for_parents_and_carers.pdf

Summary of the new code.pdf

St Wilfrids SEN Information Report

St Wilfrids SEND Policy 

Accessibility Plan

South Tyneside local offer:

http://www.southtyneside.info/article/8126/Special-educational-needs

The Code of Practice (September 2014) has been updated to include guidance on children and young people in youth custody.

The new version can be found here and comes into effect on 1 April 2015.

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

SEND Gateway website:

http://www.sendgateway.org.uk/publishers.department-for-education.htmlhttp://82.113.165.182/admin/content_edit.php?edit_this=231

 Reviews are planned on the following dates:

Year 7 – 20th October, 8th February, 7th June
Year 8 – 13th October, 16th January, 14th June
Year 9 – 1st December, 14th March, 21st June
Year 10 – 5th October, 31st January, 10th May
Year 11 – 17th January, 27th February, 16th May
Year 12 & 13 – 6th October, 14th February, 2nd May