Special Educational Needs and Disabilities

Our Ethos and Values for Special Educational Needs and Disabilities

At The Discovery School, we are proud to be an inclusive environment, welcoming children with a range of learning and physical disabilities to our school. We work hard to get to know every child in our care and do what we can to support children’s individual learning needs.  We work well as a team and include children, parents and other professionals as part of this.  All staff have high expectations of children and set challenging learning targets.  We have clear plans to support children in achieving these goals and provide parents with details of these.  We run a range of specific, targeted and effective interventions but believe that children are best supported by outstanding classroom practice and quality first teaching.  We believe in early identification so that the right support can be put in place.  We want every child to reach their potential and want to support children and their families in removing any barriers to achieving this.

Our SEND Team

At The Discovery School, the person than co-ordinates provision for children with special educational needs or disabilities (known as our SENCo) is Mrs Fresneda Alcala.  Mrs Fresneda Alcala is a qualified SENCO and has had many years in-class experience across the primary and secondary sector. She can be contacted at school on 01732 847000 or senco@discovery.kent.sch.uk.

Mrs Pullen (Head of Inclusion) and Mrs Gobell (Headteacher) also have the National Qualification for Special Educational Needs Co-ordination and are experienced SENCOs. They have responsibility for overseeing the provision for SEND pupils across the school.

The school's SEND Governors are Mrs A Cornall, who is also an experienced SENCo, and Mrs M Dewhurst. 

In class support is provided by a number of SEND Key Worker Teaching Assistants and Specialist Teaching Assistants and the SEND team is underpinned by all of the fantastic teachers and class TAs across the school. 

SEN&D Policies and the Code of Practice

In 2014, the government introduced a new SEN Code of practice and during this time of change The Discovery School worked with parents and other stakeholders to co-produce our policies and develop our practice so that we are able to offer the best provision for our children. Our SEN policy, which was written by our SENCO alongside parents, can be downloaded below. 

SEN Policy

We designed the policy to be easy for everyone to read and understand so much so that it incorporates our SEND Parent Information Report in one document.

Kent County Council set out the provision available across the county for children with SEN&D, called the “local offer” click here to view this document on the KCC website.  

SEND Annual Data Report

Mrs Fresneda Alcala (SENCo) and Mrs Pullen (Head of Inclusion) produce a report every year to governors which reflects the performance of the SEND support in school.

For 2019-20 academic year, published November 2020:

SEND Annual Report 2019-20

For 2018-19 academic year, published November 2019:

SEND Annual Data Report

We publish this report in November each year following the release of national data. 

How we support children with Special Educational Needs and Disabilities

We believe that the early identification of pupils with additional educational needs is vital as this enables the child’s needs to be assessed and provided for accordingly. Our teachers are highly trained in many areas of special educational needs and specific learning difficulties like dyslexia, Autistic Spectrum Disorders and speech and language difficulties.  Wherever possible, teachers will adapt their teaching style in class and give different work tasks to children so that every child can achieve and make progress; we call this differentiation.  For most children, their needs can be met through this approach. 

In some cases, even if special educational need has not been identified, we put in place extra support to enable the pupil to catch up or keep up with their peers academically, socially or physically. These may be in the form of additional in-class support, which we call ‘quality first teaching’ or a special outside of class provision called an ‘intervention’.  These are detailed on our provision plans that are shared with parents each parents evening.

We currently offer the following types of interventions in school:
Academic (Cognition and Learning) Booster classes, phonics groups, numicon groups, springboard maths, dyslexia interventions, visual tracking interventions, Plus 1, Power of 2, 123 Maths, reading groups, Better Reading Partnership, handwriting groups, or child-focused interventions we have designed ourselves
Physical and Medical BEAM, Clever Fingers, Fine Motor Skills – Write from the Start, Sensory Circuits, Specific Programmes designed by OT or Physios 
Social, Emotional and Mental health Social skills groups and/or social interventions that we have designed ourselves.  
Interventions that help children understand, manage and regulate emotions like Zones of Regulation, What to do When…, Self Esteem & Resilience Groups
Interventions that allow therapeutic approaches like Lego Therapy, drawing and talking, FLO individualised work
Speech, Language and Communication Speech Link programmes, Language Link programmes, Language interventions designed by NHS or our own Speech and Language Therapist, attention and listening groups, Targeted Speech Interventions, Encouraging reluctant speakers groups

This list is constantly changing or being added to.  Please speak to your child’s class teacher or Mrs Fresneda Alcala if you would like any further information about the provision we have available in school. 

We are also very proud to have a highly trained staff.  We believe that investing in training and keeping up to date with the most effective techniques in supporting children's' difficulties enables us to put the right strategies in place for them.  A list of staff training and expertise can be downloaded below:

Staff SEND Training and Expertise 

Access to outside services

As a school, we can currently make referrals to outside professionals including:

  • the NHS for speech and language therapists, occupational therapists and paediatricians;
  • agencies that support at family-level such as support workers or family advisors;
  • the specialist teaching service covering all areas of SEN&D;
  • councillors;
  • We can also use our funding to pay for an educational psychologist or alternative, private therapist (such as our own Speech and Language Therapist) if it is appropriate to do so. 

We would discuss the need for outside agency involvement with parents first.

Further Information and Support

We have also found that Kent County Council's Local Offer (IASK) is an invaluable resource to parents.  Information about how they may be able to help can be found on their website here alongside some really helpful downloads about SEN&D across Kent.