SENCO & ESOL

RATIONALE

In an increasingly diverse educational landscape, catering to the diverse needs of students is paramount to ensure an inclusive and equitable learning environment. This rationale outlines the importance of establishing clear process for the SENCO (Special Educational Needs Coordinator) programme at Southland Adventist Christian School. This procedure is designed to address the unique requirements of students with special educational needs and including those who are non-native English speakers (ELL). 

SENCO Role:

• The SENCO is responsible for overseeing the provision of special educational needs support for our students

• The SENCO acts as a point of contact for teachers, parents, and external agencies regarding SEN matters

• The SENCO works closely with the Principal and Senior Leadership team and also collaborates with teachers to develop stratgeies and plans for students with special needs.

• The SENCO will maintain an active SENCO Register

• Complete ESOL funding applications and ELL scores (in consultation with the classroom teachers)

Identification & Record Keeping:

• Part of the SENCO's role is to maintain a SENCO Register. Every student who is working below the expected curriculum level in Reading, Writing and Maths will be listed on the SENCO Register. ELL's and those with other learning needs will also be listed.

• Teachers should identify students who may have special educational needs through ongoing observation and assessment.

• If a teacher suspects a student may have special needs, they should inform the SENCO and gather relevant information about the student's performance.

• The SENCO maintains accurate and up-to-date records of students receiving SEN support, IEPs, progress reports, and communication with parents and professionals.

Individualised Support:

• The SENCO ensures measures are put in place which are tailored to each student's needs. This individualised support aims to address specific learning challenges. Possible interventions and supports could include but are not limited to:

  • • Quick60 literacy programme

    • RTLB referrals

    • Resource Teacher of Literacy (RTLit) support or referrals

    • Spanish language tutor

    • IEP

    • Speech and Language support

    • Teacher Aide time (in class or one-on-one)

    • Dyslexia support

    • SevenPlus Programme

Monitoring and Review:

• Regular monitoring and review of student needs occurs during staff meetings. This allows for the assessment of the effectiveness of interventions and the modification of strategies as needed to ensure continuous improvement in student outcomes.

• The SENCO register is a "living document", meaning it is updated regularly to best suit the needs of the students and teachers.

ESOL

• Many of the students on the SENCO Register are ELL's. The way they are catered for can differ depending on the needs of the student.

• We follow the criteria provided by the Ministry of Education for identifying ELL's as follows:

  • • The need for ESOL funding is assessed using the English Language Learning Progressions (ELLP). The scoring system is based on matrices that record each English language learner’s (ELL’s) achievement level in listening, speaking, reading and writing. Students whose scores are below the ELLP benchmarks will qualify for funding if they are:

      • • migrants to New Zealand

        • former refugees

        • New Zealand-born students, with at least one parent of migrant or refugee background.

    • New Zealand-born students are eligible if at least one of their parents is a migrant to New Zealand and a language other than English is usually spoken in the home.

• ELL's are catered for in a variety of ways depending on their needs:

  • • Integrated into the Quick60 literacy programme

    • Individual teacher aide time

    • Group teacher aide time

    • In class support in literacy from a teacher aide

    • Spanish language tutor

    • SevenPlus programme

CONCLUSION

The use of SENCO and ESOL procedures is vital to uphold the principles of inclusivity and educational equity. These processes offer a structured framework for identifying, assessing, and supporting students with diverse learning needs, whether they require specialised assistance due to special educational needs or are non-native English speakers aiming to master the language. Through these practices, we aim to create an environment where all students have the opportunity to thrive academically and socially.

KEY RESOURCES

• ELL Framework

• SevenPlus programme