Special Educational Needs and Disabilities (SEND)
Students at The British College of Gavà come from many different backgrounds. We are fortunate enough to boast a student body with a great breadth of cultural heritage. This range of cultural perspectives and experiences brought to the classroom by individual students and staff is to be respected and celebrated.
Students’ experiences and baselines vary greatly. To each and every student who joins us we are committed to giving the entitlement to education and opportunities to find their strengths.
Valuing diversity, we understand that each student is unique and has different learning needs. The Special Educational Needs and Disabilities (SEND) department at BCG aims to support, through targeted and bespoke intervention, those students that have learning challenges and require intervention to address gaps in their learning to accelerate their progress. Some pupils are capable learners but may need support to access the curriculum at some point in their school lives. It may be a short-term or a more long-term support depending on their needs.
Differentiation is an integral part of our teaching practices. This involves utilizing collaborative and cooperative learning formats using various modes for exploring and presenting knowledge and understanding. However, in those cases where students require instruction beyond regular teaching practices, SEND support is provided. The student’s learning needs are considered on an individual basis and, when necessary, personalized support is provided by the SEND department.
Students requiring SEND support may display difficulties that act as a barrier to their learning and therefore may need particular teaching strategies to help them access the curriculum.
Effective support for a student with learning needs also relies upon the close and successful collaboration between home and school. Working in partnership with parents is essential. All families are invited to take an active role in their child’s progress and success. There are regular meetings to discuss support programmes at the school, as well as training and information sessions for a better understanding of the particular needs.
There is no one more important than parents in a child's life. Working in partnership with parents is vital for the student's success. Collaboration and engagement of parents with the school has been proven to be the most successful support a child can receive.
We have an open-door policy so that parents can ask at any time for an appointment to discuss their child’s progress, in addition to scheduled parents’ evenings.
Parents considering BCG should discuss their child’s needs with Admissions and provide reports from psychologists, medical professionals or other suitably qualified professionals.
Students can be identified with learning needs in different ways:
- During the application process, parents share their concerns as well as any previous learning needs with the Admissions department. BCG may request school reports, external and clinical reports as well as any other relevant information. At school we discuss each application on a case-by-case basis.
- In the classroom through formative, summative and observational assessments, when students don't meet the expected outcomes.
- Through a SEND assessment once a referral is made to the department.
Support at BCG is provided in multiple ways:
- Universal support, a style of teaching that focuses on high quality and inclusive teaching for every student in a classroom, providing differentiation, flexible grouping and TA assistance.
- Additional support, adds to universal support and is provided to students who show difficulties in their learning process when the universal measures are not sufficient to cater for their needs. Small group interventions are the most common practice.
- Intensive support, when the universal and additional measures are not sufficient, the student may need frequent and consistent individual support in and/or outside the classroom. In some cases, the school may advise parents for external support.
Students in the Secondary school who have an identified learning need (like dyslexia and ADHD) are entitled to access arrangements. There are pre-exam arrangements made on behalf of candidates with particular needs that will allow them to access tests and examinations without changing the demands of the assessment. Depending on the student's needs this can be extra time, using a word processor instead of handwrite, between other arrangements. In order to be able to apply for these, parents' agreement and collaboration is paramount.
Yes, we are. Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. At BCG we believe we can achieve this by fostering a culture of collaboration, mutual respect, support and problem solving.
We respond to each student abilities and challenges by:
• Setting suitable learning challenges
• Responding to each student diverse learning needs
• Overcoming potential barriers to learning and assessment for individuals and groups of students.
In the classroom, the first step in responding to pupils who have or may have special needs is to provide high quality teaching, differentiating for individual students.
SEND represents a broad range of students’ individual learning and assessment needs along a continuum of learning difficulties to the gifted and talented. Those needs would generally be long term challenges for the student. According to IBO (2016), this may include:
- Specific learning difficulties, like dyslexia, dyscalculia and other learning needs
- Communication and speech disorders
- Autism spectrum disorders
- Social, emotional and behavioral challenges, including ADHD
- Multiple disabilities and/or physical, sensory, medical or mental health issues
- Gifted and talented (broader definition given below).
In order to support learning for all students at BCG, we have adopted the term ‘Special Educational Needs and Disabilities (SEND)’ support to cater for the wide spectrum of need and support along a continuum. This continuum may include more able students.
All students, regardless of ability, should be able to access the curriculum. The SEND department aims to meet this learning diversity by providing a wide range of support and strategies.