How are pupils with Special Educational Needs involved in their own education?

At St Barnabas, pupil voice is central to planning and reviewing support. We involve children in ways that are appropriate to their age, stage, communication profile, and preferences. We make reasonable adjustments so that every pupil can share their views and take part in decisions about their learning. 

We involve pupils through:

• Gathering child views ahead of review meetings through interviews, drawings, photos, symbols, or questionnaires
• Co-constructing targets with the pupil so they understand and can work towards their next steps.
• Self-assessment and reflection routines within lessons and at the end of interventions
• Access to resources and equipment that promote independence, for example, visual timetables, task boards, assistive technology, overlays and manipulatives
• A named trusted adult or key person the pupil can go to when they need help or wish to share a concern.
• Pupil conferencing and learning conversations to discuss what is working well and what could be better.
• One-page profiles created and reviewed with the pupil, summarising strengths, needs and how best to support them.

Communication and accessibility:

We adapt our approach to gathering views by using visuals, reducing language, allowing for additional processing time, and providing quiet spaces where needed. For pupils who find meetings challenging, views can be recorded in advance and represented by a trusted adult during the meeting.

Review and follow-up:

Pupil views inform the Assess, Plan, Do, Review cycle and are revisited at termly reviews and, where applicable, at Annual Reviews for pupils with an EHCP or during reviews for those receiving SEND Support. We provide feedback to pupils on how their input has influenced targets, strategies, and classroom arrangements.