Special Education Needs

  • Lead British International School values all pupils equally and all pupils in the school have access to a broad and balanced curriculum.
    In school, most pupils’ educational needs are met through normal classroom arrangements but there are some pupils who require additional support. These pupils have Special Educational Needs, hereafter referred to as SEN. The school recognizes that every pupil is entitled to have his/her particular needs addressed and that all pupils are entitled to experience success. The school provides an appropriately differentiated curriculum for all pupils, including those with Special Educational Needs.

    We recognize that some pupils will need additional support to ensure access to the whole curriculum. We provide a curriculum which is accessible to the individual needs of our pupils.

    The school recognizes that:
    • Good SEN practice is good practice for all pupils.
    • All SEN provision is more effective if pupils and parents are fully involved.
    • Consideration of SEN crosses all curriculum areas and all aspects of teaching and learning.
    The school board is fully committed to fulfilling its responsibilities in supporting SEN provision in Lead British International School.
    Through the allocation of resources through the Sen Department and active involvement in the school.

  • Children will have needs and requirements which may fall into at least one of four areas, many children will have inter-related needs. The areas of need are:-
    ● Communication and interaction
    ● Cognition and learning
    ● Behaviour, emotional and social development
    ● Sensory and/or physical
    ● Medical

  • An IEP is used to plan the interventions for individual pupils made through:
    It is the structured planning documentation of the differentiated steps and teaching requirements needed to help the pupils/students to achieve identified targets.
    An IEP is focus on up to three or four key individual targets and includes the following information about:
    ● Targets to be achieved
    ● The teaching strategies to be used
    ● The provision/resources to be put in place
    ● Time table
    ● when the plan is to be reviewed
    ● success and/or exit criteria
    ● outcomes (to be recorded when IEP is reviewed)