Learning Support

Special Educational Needs - A Definition

At Berlin British School we aim to meet the definition of Special Educational Needs (SEN) as stated in the UK Government’s “Special Educational Needs Code of Practice (2001)”. Special educational provision is defined as: “Educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in school”. The SEN Code of Practice goes on to recognise that at any point in their school life a child may have Special Educational Needs and this may include educational, physical, emotional or behavioural needs.

School Aims:

• To create an environment that meets the special educational needs of each child;
• To ensure that the special educational needs of children are identified, assessed, provided for and reviewed on a regular basis.
• To make clear the expectations of all partners (home, school and outside agencies, where appropriate) in the process;
• To enable all children to have full access to all elements of the school curriculum;
• To ensure that parents are able to play their part in supporting their child’s education;
• To ensure that our children have a voice in this process.

Identification, Assessment, Recording and Reporting

Students who are thought to have Special Educational Needs are identified as early and as thoroughly as possible and necessary. Referral can come from a multitude of sources including: class, form or subject teacher’s request; student self request; parental request; following information from a previous school; and/or, diagnostic testing.

When a child has been identified as having SEN, further assessment and diagnostic testing may be necessary in order to provide information so that relevant and appropriate interventions and strategies can be instigated. When a student has particular strategies or intervention programmes provided for them, above and beyond the regular differentiated curriculum, the pupils are classed as receiving some degree of School Action. The ‘Learning Support Co-ordinator’ takes responsibility for monitoring and managing the student’s SEN provision with the production (in conjunction with the pupils and appropriate staff) of an Individual Education Plan (IEP) which highlights specific targets tailored to the individual needs of the student. The targets may detail specific strategies to be used by the class or subject teacher or may involve support from the Learning Support Co-ordinator and/or by trained Teaching Assistants.

The provision for students with SEN is reviewed on a regular basis and all information is shared with parents through reports and/or regular meetings, as necessary. For further information please contact the Learning Support Co-ordinators, Mrs. Smith-Siebold at our Middle School and Mrs. McWilliam at Senior School.