SEN Provision at Anfield School
Anfield School exists to provide high quality British international education for children from
the international community in Hong Kong and for children in the local community whose
parents wish them to have a Catholic, British based international education, regardless of
nationality, race, gender, language or other religion.
The School is committed to providing a quality education for pupils with additional and special
educational needs and promotes a positive culture towards inclusion through full inclusion or
within a dedicated class for those pupils with moderate special educational needs who have the
potential to be included in the mainstream classes at a later stage of their educational
development. It will not treat a child any less favourably during the application process or
during assessment on the grounds of their skin colour, race, nationality or ethnic and national
origin, gender, religious faith, special educational need, orientation, or socio-economic group.
At the time of application, the School asks parents to provide as much accurate information as
possible about the learning support needs of prospective pupils. A copy of all reports prepared
by external professionals must be included with the application form. The School requires this
information so that, in the case of any child with particular needs, we can assess those needs
and make sure the School can provide adequately for them throughout the admission process.
Following interview, the School will be able to advise whether it is able to provide an education
that meets the needs of a particular child, and if so, where the child might best be placed in the
School (mainstream inclusion or the St. Bosco Centre, the dedicated class for children with
learning difficulties). The child will only be included in a mainstream class if his/her presence
will not interfere with the other pupils’ learning.
The Principal’s decision as to whether to offer a place, or not, to a child with special educational
needs is final.
Statement for Inclusion
Children with special needs who do not require one-to-one shadow support and who are able
to access a differentiated English National Curriculum with specific intervention strategies, will
be assessed for inclusion in our mainstream classes. Class teachers will provide high quality
teaching and learning for all our pupils to ensure maximum learning attainment. Children with
special educational needs will therefore be screened during the application process to ensure
their inclusion is beneficial for their learning development. The children may include those
with:
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high functioning autism spectrum disorder (e.g. Asperger’s Syndrome)
visual impairment
hearing impairment
medical disorders (e.g. epilepsy)
physically challenged
It can happen, however, that the full extent of a pupil’s needs is not identified until the child is
at the School or has been there for some time. The need for a change in the learning
programme, and if appropriate, the school fees, may be communicated to the parents at that
point. In rare cases, it may be decided at this point that the School cannot provide an
appropriate educational setting for the child. Children who have high level emotional and
behavioural difficulties cannot be included as their needs are better met within special centres
with qualified therapists.
Statement for SEN Classroom – St. Bosco Centre
The School makes every effort within the special needs classroom, named as St. Bosco Centre,
to ensure provision for as wide a range of special educational needs as possible, depending
upon the school’s capacity to meet the child’s specific needs. It is made clear to prospective or
new parents, as at early a stage as possible, what support the school is able to provide, where it
might not be able to meet some needs, and in a few cases, where it may only be able to meet
needs up to a certain age but not beyond it.
Students who will benefit from the St.Bosco Centre provision will be those who need a
modified teaching programme in order to access the English National Curriculum in a regular
mainstream class. These children may have a variety of different special needs which affect
them cognitively and/or physically, for example, children with moderate learning difficulties
which may include:
autism spectrum disorder
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speech and language disorders/communication difficulties
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developmental delay
These difficulties can be genetic, through damage within the womb or at birth, or through
trauma following an accident.
The St. Bosco Centre at Anfield aims to provide an appropriate modified teaching programme
curriculum based on the English National Curriculum in this international setting. The children
will follow Literacy, Numeracy, Science, Humanities, ICT, PSHCE and Mandarin in this class and
join mainstream pupils for Music, Art and DT, and PE.
Initially, the children will be assessed on
their learning development through the P Scales (Performance Scales) of the English National
Curriculum. P Scales are for reporting the attainment for children with special educational
needs who are working below Level 1 of the National Curriculum. As the children progress on to
the NC levels, APP and individual targets will be used for assessment.
The aim is for full inclusion in a mainstream class at a later stage. This class is not suitable for
children who have multiple and profound special needs as the class and school will not be
equipped to manage their severe learning disabilities/difficulties. The maximum number of
children in the St. Bosco Centre is 10. The class is staffed by a fully qualified teacher with
experience of working with SEN pupils and two assistants, allowing each pupil to have a high
level of support to maximise their academic learning development and progress.
CONFIDENTIALITY
Anfield School aims to work with families in a spirit of close collaboration based on mutual
confidence. School staff work together as a team in the interests of the pupils and therefore
need to share information about pupils so that this team work can take place most effectively.
Information about individual pupils given to School staff is passed on only when it is necessary
and useful to do so, in the interests of the pupil, and only to those members of staff who need
to have it. Psychological assessments provided to the School are kept under conditions of strict
confidence by the SENCO and the Administrative Office.
Assessment reports from external
agencies which are kept at Anfield Kindergartens will be shared with Anfield Primary School.
The main function of our School is high quality teaching and learning, so it is important that
these assessments, designed as they are to support a child’s development as a learner, are
made fully accessible to a pupil’s teacher. Relevant teachers, on a ‘need to know’ basis and in
strict confidence, may thus request to consult them in the SENCO’s office or from the
Administrative Office.