1. Policy Statement

The British Council School believes that every pupil has the right to enjoy and achieve every day in school and recognises that some pupils will require additional support in order to make this happen.

As a non-selective school, the additional needs of these pupils may be wide and varied in nature, scope and complexity and may be related to learning difficulties, behavioural, emotional and social difficulties, speech, language and communications needs, sensory impairment, physical disability and autistic spectrum disorder.

Similarly, pupils with particular skills and talents in areas such as academic subjects, music or sport may require additional support in order to achieve their full potential.

In line with its first value of “caring”, the school aims to nurture all young people to bring out their best, and equality of opportunity is a key principle.

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The procedures around pupils with additional needs vary slightly according to Section. Therefore it is essential that this policy should be read in conjunction with the following documentation:

  • Early Years Additional Needs procedures
  • Primary Additional Needs procedures
  • Secondary Additional Needs procedures
  • Equal Opportunities and Diversity policy (British Council)

2. Roles and Responsibilities

Each section is responsible to Head of School for their Additional Needs procedures. All members of staff have a responsibility for ensuring that every child has suitable provision. This could include:

  • Senior managers with responsibility for KS
  • Family Leaders/ Teaching & Learning Leaders/Assistant TLLs
  • Subject teachers/tutors and Spanish tutors
  • Teaching assistants
  • School nurses
  • School Counsellors
  • Support teachers
  • Lunch time supervisors
  • School administrative staff

Some members of the school community have particular responsibilities

2.1 The Head of Section

The Head of Section in agreement with Head of School will ensure that:

  • There are systems in place to enable all children to receive appropriate provision including suitably differentiated work and additional help as required.
  • Teaching staff understand and are aware of their responsibilities in relation to the Additional Needs policy and procedures.
  • School Counsellors provide advice and support to families and to the Head of Section/SMT.
  • Recommendations are made to parents, when necessary, regarding support through other resources out of school and/or alternative educational establishments (after consultation with SMT and the School Counsellor).

 2.2 The Class Teacher/ Subject Teacher

The Class Teacher/ Subject Teacher will ensure that:

  • They have knowledge of, and follow, the policy and procedures related to pupils with additional needs in their particular section of the school.
  • Differentiated work is provided to allow the pupil to access the curriculum at his/her level.
  • Pupils who are in need of additional support are identified in a timely manner.
  • The Family Leader and Head of Section/ Key Stage Manager are fully informed and involved (where appropriate).
  • Suitable liaison takes place between the teacher and other staff who may be offering a pupil additional support (e.g. Higher level Teaching assistant or the School Counsellor).
  • Parents are kept fully informed.
  • Paperwork (e.g. an IEP/Action Plan, where relevant) is kept up to date and targets are reviewed regularly.

2.3 School Counsellors

The British Council School has a number of School Counsellors who are used in different ways across the school.

Parents can make an appointment with the School Counsellor to seek advice related to their child or family situation.  In this case the School Counsellor ensures the SMT/KS Manager/or Family Leader are informed via regular meetings to comment on the families they are working with.

Teachers across the school can also seek additional support from the School Counsellors via the Head of section/SMT/KS Manager/or Family Leader (depending on Section). In this instance, the School Counsellor must seek parental permission to work with the pupil in the class and/or on a one to one basis.

In addition, in the Secondary section, School Counsellors:

  • work in all Year groups to support progression between all Key Stages
  • administer and subsequently analyse tests to all Key Stages & Year 9 CEM
  • create, as a result of those tests, plans for particular children according to needs
  • offer professional input on training days to staff
  • inform and support teachers 

School Counsellors may also advise parents to have their child tested, assessed and/or diagnosed outside of school.

 2.4 Co-ordination of English and Spanish sections

Co-ordination of English and Spanish sections and Teaching and Learning Areas

  • In the British Council Secondary school, staff meet at the “Consejos de Evaluación” to discuss student progress. Tutors, subject teachers, Family Leaders and SMT all formally and informally support the student. Documentation (e.g. an Action Plan) may include English targets and/or Spanish targets.
  • In the British Council School it is essential that the English and Spanish departments co-ordinate to ensure that the children receive the support they need. The Spanish teacher and the English teacher will communicate regularly, both informally and formally, to support the child. Documentation (e.g. an IEP) may include English targets and/or Spanish targets.

3. Communication

3.1 The Pupil

It is good practice to share the goals and targets of the IEP/Action Plan in a positive and child friendly way. The pupil should know what their target(s) are and why. Targets need to be translated into child friendly language and they should be involved in the tracking of progress. Success in meeting the targets should be celebrated. IEP’s and Action Plans are revised according to the time line described within the supporting documentation.

3.2 Parents and Guardians

It is essential that parents and guardians are kept fully informed if their child has been identified as needing additional support. Parents may be asked to provide support in meeting the objectives on the IEP and Action Plans through homework tasks.

3.2 Confidentiality

Written information: It is essential that Action Plans and IEPs, assessments, minutes of meetings and any other written information remain private between the class teacher, the child, the parents, the Family Leader, Key Stage manager, the Head (Primary/EY) , the designated support teacher and the School Counsellor. Records should be kept in a locked cabinet or drawer and access limited to the above people. Great care must be made to ensure records are not left on desks, photocopiers etc. The Family Leaders/support teacher must ensure the Action Plan/IEP is kept secure.

Meetings or any other conversations that take place about children and their Additional Needs/SEN must remain confidential with the adults involved and written notes stored appropriately.

Lists of children who are receiving additional support will be kept by the School Counsellor.

Adopted:        October 2018                                  Review:      October 2020

See also