SEN

Durham Community Business College

we have Resource Base provision for 10 students with Moderate Learning Difficulties and/or Physical Disabilities

We have an Inclusion Suite which caters for students with Behaviour, Social and Emotional Difficulties as well as Learning Difficulties

All students are fully integrated into mainstream classes

Students have special educational needs if they have a learning difficulty which calls for special educational provision which is additional to or different from that which is made generally for children of the same age.

Students have a learning difficulty if they:

have a significantly greater difficulty in learning than the majority of children of the same age,
Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in colleges within the area of the local education authority.

Partnership with parents/carers plays a key role in enabling children and young people with SEN to achieve their potential. We recognise that parents/carers hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them. All parents/carers of children with special educational needs will be treated as partners and supported to play an active and valued role in their children’s education.

Young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like to help them make the most of their education will be ascertained. They will be encouraged to participate in all the decision-making processes and contribute to the assessment of their needs, the review and transition processes.

recognise every student’s potential and strive to gain the highest possible achievement for all. We value all equally for their diverse achievements, abilities and respect them for their personal qualities.

We believe in teaching staff working together with parents/carers as partners to gain the best for our students. We endeavour to treat students as individuals and meet their separate needs. In turn we expect students to take responsibility for their own learning and we welcome their contribution. Our approach to teaching is entirely based on the concept of inclusion for all students as far as possible.

This will provide equal opportunities for all and allow all to achieve their true potential.

This, we believe, will allow them to become a part of the community now and later in life.

Fyndoune Community College

as part of The Durham Federation, is an inclusive school where students with a range of special educational needs are supported in a variety of ways. We have a dedicated team of staff who work closely with the students, their families and other agencies to ensure that students achieve their best at all times. We have close links with our Partner Primary Schools so that information sharing and transition from year 6 to 7 is as smooth as possible without SEN provision being adversely affected.

Students who have identified learning difficulties receive additional support appropriate to their needs and in line with the outcomes of the Every Child Matters Agenda. All of our students benefit from full access to the curriculum but those with learning difficulties may be withdrawn from certain lessons for specialist support and students with physical or emotional difficulties are catered for as appropriate with a possible adjusted timetable as well as additional support.

The College has a purpose built Inclusion Suite which enables us to provide both short and long term specialist support for vulnerable students with special educational needs. Included in this are intervention programmes for students who need to boost their literacy, numeracy and personal organisational skills.

At Fyndoune, we adopt a ‘whole school approach’ to special educational needs which involves all staff adhering to a model of good practice. The College’s policy on SEN complies fully with recent Government legislation and with the revised Code of Practice; it is monitored and reviewed regularly by both staff and Governors. Any parent or carer who is concerned about how the special needs of a child will be met should contact the school’s Special Education Needs Co-ordinator for an individual discussion.