Key InformationKey Information List
The following documents outline the schools offer to all students with an additional educational need, these documents have been produced in line with the recent changes in law. If you have any further questions please contact the school SENCO, Miss Zara Wright or Assistant SENCO, Mrs Louise Trantham on 01252 733371 or by email to email@example.com
Our SEN policy and provision map can be found below.
1. How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
We track the progress of all our learners and as professionals we regularly discuss any concerns we have as well as celebrate achievement.
We use data and other forms of assessment to identify students who have additional needs.
Parents are encouraged to speak to the Special Educational Needs Coordinator (SENCo) about any concerns they have.
We have some in-house expertise in special educational needs, as we have an Emotional Literacy Support Assistant (ELSA) and a Literacy Higher Level Teaching Assistant (HLTA).
2. How will early years setting / school / college staff support my child/young person?
Having identified needs, we seek to match provision to need. Our school provision map shows the range of interventions in place in our school. We monitor the impact of interventions through regular meetings and tracking of student progress. Our SENCo leads on this, and this information is shared with the Head teacher and Heads of Departments All interventions we put in place are research informed and evidence based and are measured to monitor impact and attendance against expected rate of progress.
3. How will the curriculum be matched to my child’s/young person’s needs?
We do provide a largely academic curriculum, however all teachers are provided with information on the needs of individual students so that they can plan the learning to ensure that all students are able to make progress. We expect all our teachers to plan lessons that meet the needs of their students whenever possible but recognise that sometimes a best fit approach is necessary. This is monitored through regular observations, drop ins and learning walks. We use our Continuing Professional Development program (CPD) to provide support to teachers in this area.
To enable our students to access our academic curriculum we provide additional support through MFL withdrawal in KS3 and through Learn+ in KS4. Individually tailored provision is also implemented when needed.
4. How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?
We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress. We host revision evenings/learning events/open mornings to help families understand what learning is expected and how they can best support their child/young person’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place.
We also access an in reach service to support parents of children with ASD.
5. What support will there be for my child’s/young person’s overall well-being?
All our staff are regularly trained to provide a high standard of pastoral support through our weekly pastoral briefings. Relevant staff are trained to support medical needs such as diabetes or hearing impairment. We have a clear Behaviour for Learning policy, which includes guidance on expectations, rewards and sanctions, this is fully understood, and in place by all staff and is clearly displayed in all classrooms. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Our ELSA can support students whose poor attendance is due to concerns about school. Student voice is central to our ethos and this encouraged through our student council.
6. What specialist services and expertise are available at or accessed by the setting / school / college?
We have a CAMHS nurse on site once a week to advise staff and run intervention with students. All our teaching assistants have completed training such as the Level 3 award in supporting students or the supporting students with ASD on line course run by The Abbey School. Our teachers all hold qualified teacher status. We have a number of established relationships with professionals in health and social care, these include CAMHS, the Specialist Teaching and Educational Psychology Service (South West) and Safe Haven. Where interventions are suggested these are recorded on our provision map. All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention.
7. What training are the staff supporting children and young people with SEND had or are having?
Our Special Needs Co-ordinator (SENCo) has completed the mandatory National SENCo Award, a Masters degree in Inclusive Eduction, is a qualified teacher and is a member of the senior leadership team of the school. We regularly invest time in training staff through our CPD program, our pastoral and teaching and learning briefings. Our pastoral news and SEN register contain student specific issues as well as more general support strategies. Our staff delivering more specialist input have received training from the Educational Psychology Service or from the dyslexia specialists at the Helen Arkell Centre. We have two members of staff who have completed the Emotional Literacy Support Assistant training, one member of staff who is completing the level 5 specialist teacher for dyslexia training and four teaching assistants who have completed a level 3 qualification in supporting students.
8. How will my child/young person be included in activities outside the classroom including school trips?
Where possible we consult parents when planning any activities outside the classroom; particularly when this may affect the participation of their child. We make all reasonable effort to include students who wish to participate in such activities, for example preparing students with ASD for the change in routine necessary to participate.
9. How accessible is the setting / school / college environment?
We make every effort to make reasonable adjustments where possible. The nature and age of the building means that not all areas are fully wheelchair accessible.
10. How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?
We have a robust induction programme in place for welcoming new learners to our setting. We have very good relationships with our feeder primary schools as well as the settings children/young people move onto. Both the Head of Transition and the SENCo make regular visits to our feeder schools and organise additional visits for students who need the extra support. We host college fairs and assemblies for the local colleges to ensure our students are fully informed of the future options. Where required we organise transition meetings to ensure the colleges are fully informed of any additional needs.
11. How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?
Budgets are closely monitored and aligned to the school improvement plan of the school. We have a number of teaching assistants who support students in class as well as running a series of small group sessions such as reading challenge and a touch-typing course. Specific funding streams are targeted at particular groups such as breakfast club for students entitled to free school meals.
12. How is the decision made about what type and how much support my child/young person will receive?
We take a holistic approach to decision making through observations, discussions with the student and their parents, staff and using external professional advice. Should additional support be required, there will be a period of consultation with the relevant staff, the learner and their families. Students needing additional support are assessed in a variety of ways and then the support is selected on the basis of individual need. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENCo oversees all additional support. the school are unable to make any diagnoses.
13. How are parents involved in the setting/school/college? How can I be involved?
We welcome parental engagement and involvement in their child’s education. These are some of the ways that parents can be involved:
- We operate an open door policy and welcome parents into our school.
- We have monthly open mornings for any one to visit.
- We also have specific open mornings for parents of students with SEN.
- We host parent focus groups and our governing body includes parent representatives.
- We regularly invite parents with SEN into school.
14. Who can I contact for further information?
In the first instance you would contact a student's tutor or class teacher. Further information can be obtained from the Heads of Year or the SENCo. All contact details can be found on our website.