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Welcome to Les Beaucamps High School. For general enquiries, please contact our school office on 01481 226 040
We are fully aware that many children will need support in school at some stage. For some students, as well as the need for acceleration of their attainment and progress, there is also the need for emotional and social support.
We are fully aware that many children will need support in school at some stage. For some students, as well as the need for acceleration of their attainment and progress, there is also the need for emotional and social support.
At Les Beaucamps High, we put each child at the centre of the plans and provisions we put into place for them.
At Les Beaucamps High, we put each child at the centre of the plans and provisions we put into place for them.
Our Assistant Headteacher in charge of Inclusion and Safeguarding, along with our Inclusion Manager and ALNCo, Inclusion and ALN staff team work closely to ensure that each student who has an additional learning need can be supported.
Support at LBHS can take many forms: pupil passports, individual education plans (IEP), behaviour support plans (BSP), smaller sets, intervention support, homework club, exams access arrangements, referrals, various intervention groups, external agencies, regular reading and many more.
For more information on support at LBHS, please contact our ALNCo: Sarah.Neild-LeConte@education.gg.
Intervention Space
Intervention Space
Our intervention space is LBHS’s calm and welcoming Inclusion Space, which aims to ensure students with a range of needs have the extra support needed to help them access school whilst providing a safe haven within school.
Students accessing the intervention space benefit from having additional key adults in school who are in regular communication with families and can communicate with teachers on their behalf. There is a small vertical tutor group which caters for students with Social Emotional and Mental Health (SEMH) needs, with a high staff to student ratio to ensure a positive start to the day.
Each student accessing the intervention space has a personalised timetable and an adult mentor. Personalised timetables may include additional intervention lessons, which include 1:1 sessions focusing on either emotional or academic learning, small group work or independent learning. Some students have an ‘Exit to the intervention space’ card, which allows them to access additional emotional support throughout their day.
ADHD Referrals
ADHD Referrals
LBHS receive a lot of ADHD referral requests from parents. Your child must have been discussed with the ALN team in order to be referred. We are not able to complete any referrals without prior knowledge of the referral taking place as we have to confirm and sign that your child has been discussed with us prior to any referral being made.
ADHD referral process (for possible assessment):
ADHD referral process (for possible assessment):
Parents, student and school discuss possible traits of Autism and agree to a referral for a possible assessment.
Parents to go to GP. GP to refer to CAMHS.
CAMHS to send referral form to parents
Parents send school referral form school. School and parents collect all school reports (often easier if we do this).
School send in all school reports and completed referral form to CAMHS and parents to send their completed referral form to CAMHS.
Parents receive a letter from CAMHS stating that the referral has been accepted.
Assessment process commences.
Autism Diagnostic Service referral process (for possible assessment):
Autism Diagnostic Service referral process (for possible assessment):
Parents, student and school discuss possible traits of Autism and agree to a referral for a possible assessment.
School send parent referral form to parents.
School send professionals referral form to relevant professional (teacher or other agency)
School completes school referral form.
School sends all 3 referral forms to the Autism Diagnostic Service.
Autism Diagnostic Service send acceptance letter to parents and school.
Assessment process commences
SEN_Code_of_Practice.pdfSEN Code of Practice
HQIP_Full_Document_20.9.24.pdfHQIP Essentials
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