SEND Provision

SEND Provision

At the heart of IWS principles we pride ourselves on a holistic approach, reaching out to all students’ needs; from gifted & talented to SEND and everyone in-between. Through means of carefully designed personalised, and differentiated learning plans, and incorporating various learning styles, we ensure every student reaches their potential.

Upon enrolment you will meet with the school SEND Co to discuss informally about any concerns you may have or to give information about relevant past history regarding medical and/or learning needs.

Effective provision is implemented to support students who are at risk of underachieving. This will be led by the SENDCo. Depending upon the outcome and need of the student, there may be a need for further clinical/educational testing by a specialist however this will be an additional fee to an external company.

Students with particular needs requiring educational/clinical assessments will be referred to our specialist who is registered to The British Psychological Society

Below is an example of just some of the needs tested for:

  • Intellectual disabilities, behavioural problems, sensory or motor disabilities, as well as normative development.
  • Social and emotional developmental difficulties, aiding and planning for an individual’s ongoing positive growth and development
  • Examining aspects of a child’s strength, such as interpersonal strengths, functioning in and at school, affective strength, intrapersonal strength, family involvement and career strength.
  • Identifying children and young people with limited behavioural and emotional strengths.
  • Identifying a child’s strengths and weaknesses for intervention, target goals for IEPs and/or treatment plans.
  • Offering a more thorough assessment of ADHD and comorbid disorders such as Oppositional Defiant Disorder and Conduct Disorder.
  • Identifying young people who require immediate attention and intervention.
  • Ability to screen for both anxiety and depression.
  • Identifying & determining symptoms, behaviours and associated features of Autism Spectrum Disorders (ASDs) in children and adolescents aged 2 to 18.
  • Observing specific behaviours in the child or adolescent in areas such as socialisation, communication, unusual behaviours, behavioural rigidity, sensitivity and self-regulation.
  • Interpret & integrate diagnostic decisions, design targeted intervention, treatment planning, ongoing monitoring of response to intervention, and evaluating the effectiveness of a treatment program for a child or young person with an ASD.

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