The reality is that many young people living in children’s homes have not had the best educational experience, sometimes leading to low expectations and views of their capability including needs identified through an Education Health Care Plan. Lawrence House School aims to address fully those gaps and deficits in a young person’s education and aspires to make a real difference during each young person’s time with us.

Lawrence House School has a qualified and experienced SENCO, who is responsible for overseeing the day-to-day operation of the SEN policy with the aim of raising the achievement of pupils with special educational needs and disabilities. Within the school they

are key in providing support to all staff in understanding the needs of SEN pupils, developing detailed Individual Education Plans (IEPs) that provide staff with an extensive working document that enables them to gain an understanding of the needs of each student and possible strategies to help them engage students in learning. They are also responsible for monitoring the progress of IEP targets for pupils and using this to guide future planning, liaising with teaching staff, house staff, managers, social workers, the virtual school head and local authority SEN departments to provide maximum support, attending Personal Education Plan (PEP) meetings and Looked After Child (LAC) reviews when the education coordinator is not able to do so and thus contributing to a multi-agency approach to supporting young people with special needs.

In terms of identifying barriers to learning and developing strategies to support our students to overcome these barriers, the SENCO works closely with the Education Coordinator and teaching staff, when possible, to develop effective ways of ensuring all students are provided with a broad and balanced curriculum (hyperlink)

that is tailored specifically to their individual needs, abilities, interests and aspirations so that students have the opportunity to make progress, despite any difficulties they may face. When contributing to applications for Education, Health and Care Plans, they consult the school psychologist for input with regards to assessment of specific areas of need: Communication and interaction, Cognition and learning, Social, Emotional and Mental Health and Sensory and/or physical needs and aim to ensure that all EHC Plan reviews from Year 9 onwards includes a focus on preparing for adulthood.