At Chesterton Community College we are committed to helping all our students realise their potential and we recognise that some students, for part or all of their time at Chesterton, will need extra help and support to do this.
Meeting the teaching and learning needs of all students at Chesterton is a priority for all members of staff. Staff who currently have specific responsibility for special educational needs and disabilities are:
Lynsey Rooker (Special Educational Needs Coordinator (SENCO and Child Protection officer)
- CCET and CPT3A .
- NASCO award (National Senco award)
- MEd for SEND (Masters in Education in Special Educational Needs and Disability)
- Level 2 Counselling Skills with Aim Awards
Jo Burroughes (SEN Specialist/ Assistant SENCO)
- Qualified to Basic Degree level in psychology but currently continuing for a BSc Honours Psychology.
Specialist Teacher/Assistant SENCO and Psychometric Assessments
- CAFF training (Cambridge 2014)
- PATOSS Specialist Psychometric Practicing Certificate (level 7 June 2012 to June 2015 The diagnosis of specific learning difficulties)
- Assessment & Access Arrangements/psychometric assessments CPT3A (level 7 2015)
- PATOSS Specialist Level 7 Specialist Teacher Access Arrangements during examinations JCQ (AAC) (level 7 2012)
- Certified Certificate in Educational Testing (RQTU) (level 7 2010)
- Registered with the British Psychological Society (2010)
- Developmental Dyspraxia Diploma (Dr Madeleine Portwood level 5 2010)
- Dyscalculia (Steven Chinn level 5 2009) Learning from Each Other (Open University 2006)
- Hornsby Diploma SpLD Dip (Specialist Teacher level 7 2006)
- THRASS certificate Phonetic teaching program (2004)
- Level 4 Depression and Anxiety Specialisation (Currently studying with JHD)
- Exploring ear and Sadness (Open University 2014)
- Introduction to counselling (Open University refresher 2014)
- Basic Counselling (JHD refresher 2013)
- Diploma in Counselling Skills (Associated Stress Consultants, Member of the BSY Group 2003)
Lucy Scott (Senior Leadership overseeing SEND and Inclusion)
Nicola Von Schreiber (Exams Officer)
together with all other staff and support staff.
The SEND Governor is Lucy Lewis.
This section of the website helps parents, carers and students find information about special educational needs and disabilities (SEND).
There are many reasons why students may be identified as having special educational needs. People learn in different ways and at different speeds. This means that some students will fall behind others of the same age because some important skills and information have been missed or not learnt effectively.
There are also many different reasons why students learn in different ways and at different speeds. Physical disabilities such as difficulties with hearing (Hearing Impaired) or sight (Visually Impaired), learning disabilities such as dyslexia and attention deficit hyperactivity disorder (ADHD) and developmental disorders such as autism (Autistic Spectrum Disorder or ASD) are among the most common.
Specific learning difficulties (SpLD), such as dyslexia, are lifelong challenges which people are born with. They are differences in the ways that their brains handle and understand information. They occur in people of all economic and ethnic backgrounds. They are not signs of poor intelligence or laziness. Often more than one member of a family will have the same or similar difficulties.
Students with these lifelong learning difficulties can, however, be supported in school and at home to find ways around some of their difficulties and develop their own ways of learning more effectively.
Some students will experience other barriers to learning such as not having English as their first language (English as an Additional Language or EAL) or suffering from stress, depression, anxiety or other emotional difficulties.
Some students will have gaps in their learning because they have had to move schools, have been educated under a different school system or have not attended school regularly for whatever reason, including ill health (mental or physical) or having caring responsibilities at home (young carer).
These gaps in learning can make it difficult for students to make progress. But, once the gaps have been identified, extra support can be given in school and at home to enable the student to go back and fill them in and complete the learning they need to move on to the next level.
Cambridgeshire County Council’s Local Offer of information and services available in the area for children and young people aged 0 – 25 who have special educational needs and/or disabilities will be available from September 2014: www.cambridgeshire.gov.uk/info/20136/cambridgeshire_local_offer
To find out how students at Chesterton with special educational needs and disabilities are identified and supported in school click here School Support
To find out about special exam arrangements for Chesterton students with special educational needs and disabilities click here Exam Support
To get more information about learning difficulties and disabilities and advice on using different strategies to support learning at home click here Home Support
Or see if we can answer your question on our Special Educational Needs and Disabilities Frequently Asked Questions page here SEND FAQs
The following policy and procedures documents may also be helpful:
Special Educational Needs and Disabilities Policy
Special Educational Needs and Disabilities Code of Practice