SEN Information Report

Questions Referenced to the SEN (Information) Regulations (Clause 69)

The kinds of Special Educational Needs (SEN) for which provision is made at this school:

  • Communication and Interaction
  • Cognitive and Learning
  • Social, Emotional and Mental Health
  • Sensory or Physical

All teachers teach children with SEN.


Decisions About Whether a Student Has SEN

How does the school know if children need extra help and what should parents do if they think their child may have special educational needs?

  • Advice from previous school and/or other agencies.
  • Initial CATs (Cognitive Ability Tests), teacher assessments and diagnostic assessments.
  • Senior staff regularly assess pupil progress.
  • Head of Faculty or Learning Co-ordinator forward issues raised by parents.
  • Parents or pupils contact Learning Support directly.
  • Pupils with Pupil Premium are involved in discussions with the Learning Mentors at each report point to identify any areas of concern.

How is the decision made about how much individual support pupils will receive?

  • SENDCO devises individual programme of support according to identified needs in discussion with parents, relevant outside agencies and school staff.
  • Parents and pupils are invited for comments or to attend a structured conversation.

Support for Learning and Well-Being

How does the school support pupils with special educational needs?

  • Where necessary pupils are placed in a smaller, supported group.
  • All pupils have access to a broad and balanced curriculum.
  • Progress is monitored and personalised programmes are re-evaluated every 6 months.
  • Pupils and parents are involved in the decision-making process in person and by letter, e-mail or phone.
  • Every member of staff supports pupils with SEN, as well as Learning Mentors and Teaching Assistants.
  • Close liaison with SEN Governor who meets with SENDCO half-termly and observes pupils with SEN in lessons.
  • SENDCO delivers training to staff on differentiation and specific strategies to support pupils with difficulties such as ADHD, Autism and Dyslexia.
  • For those pupils with physical needs, exercise programmes devised by physiotherapists are delivered in school.

What mechanisms are in place for supporting pupils' overall wellbeing?

  • Social support is provided by peer mentoring and buddy systems.
  • SEND pupils also have the support of a Learning Mentor.
  • Learning Co-ordinator for each Key Stage offer pastoral support through Key Stage Tutors.
  • The Health and Welfare Assistant supports pupils with illnesses and ailments – refer to the school's policy on Managing Medical Conditions.
  • Pupil Services Managers for each Key Stage liaise with Educational Welfare Officer re attendance.
  • Behaviour Policy is clear with regard to systems in place and is available on the school's website. Refer to Pupil Handbook on school website.
  • Pupil views are gathered through questionnaires, the School Council and in discussion with members of staff.
  • A Pupil Counsellor is available for additional emotional support.

Progress, Planning and Keeping Parents Informed

How will parents know how their child is doing?

  • Parents are able to make appointments with teaching staff.
  • Attainment data is tracked and monitored regularly. Teachers use this to inform planning.
  • Target grades are shared with parents through reporting system three times a year.
  • Regular, scheduled Parents Evenings for parents to meet teachers.
  • Meetings arranged at any other time as necessary.
  • Frequent e-mail and telephone liaison with Learning Mentors and through home/school books for some pupils.
  • Structured conversations with SENDCO.

How are parents involved in discussions about planning for their child's education?

How are children able to contribute their views?

  • Pupils and parents are able to discuss their concerns with relevant staff at any time. Appointments are made at times that are convenient for parents.
  • Regular, scheduled Parents Evenings.
  • Contact with parents is through phone calls, emails, letters or in person.
  • Questionnaires in the summer term issued to pupils on the SEN register and their parents.

Provisions, Resources and Services

How is learning and development provision matched to individual pupils' needs?

  • Individual subject teachers or faculties are responsible and can seek advice from SENDCO to support quality-first teaching.
  • Tailored learning packages/individualised timetables are delivered by Learning Mentors as part of a graduated approach.
  • SENDCO works with Exams Officer and class teachers to ensure access arrangements for examinations are matched to individual pupils' needs.

How are the school's resources allocated and matched to pupils' SEN?

  • Resources allocated according to identified SEN needs. SEN funding is audited as part of preparation of school's annual accounts.

What specialist services and expertise are available at the school or accessed by the school?

  • Where appropriate referrals are made to outside agencies after discussion with parents.
  • Other specialist services are accessed through their referral procedures following a graduated approach.
  • SENDCO holds a specialist teacher qualification.

How accessible is the school/academy environment?

(N.B. Every school/academy must have an up to date Accessibility Plan which is reviewed periodically by Governors.)

Accessibility Plan Disability Equality Scheme

  • Most of the building is accessible for wheelchair use.
  • Full access is facilitated by timetable adjustments.
  • No specialist auditory equipment has been installed.
  • Outside steps are clearly marked for visually impaired pupils.
  • There is lift access to all floors in the newest teaching block.
  • There are two disabled toilets with shower facilities.
  • The school has no significant experience of communicating with parents whose English is not fluent.
  • We work closely with families to ascertain what disabled and vulnerable pupils might need before they start with us, and what adjustments we may need to make.
  • Learning Support is a 'quiet area' within school.

How are pupils included in activities outside the classroom including trips?

(N.B. The Equality Act 2010 legislation expects schools/academies to be anticipatory in respect of school activities and trips.)

  • All pupils, including those with SEND, have access to school trips and activities.
  • School seeks to support this access within the parameters of available resources.
  • Parents are involved via letter and/or meetings in school.
  • Pupil involvement monitored to ensure inclusion of all pupils.

Staff Training

What training have the staff supporting pupils with SEN had, or what are they expected to have?

(N.B. Under the SEN Code of Practice legislation, schools/academies need to offer high quality professional development and training to the work force.)

  • Training Days' programme incorporate both in-house and external agency delivery of relevant Continuing Professional Development, such as input from Educational Team for Hearing and Vision (ETHV), Physiotherapists, Autism Awareness, Dyslexia and Dyspraxia.
  • Most of the Teaching Assistants and both Learning Mentors hold First Aid Certificates.

Transitions

How does the school prepare and support pupils to join the school, transfer to a new school or the next stage of education and life in order to ensure their well-being?

  • Two Year 6 Taster Days, plus additional day for identified vulnerable pupils.
  • KS3 Learning Mentor visits to feeder primary schools as requested to work with individual pupils.
  • New Intake Parents' Evening prior to September intake to meet tutors and SENDCO.
  • Leaflet all about the Learning Support Faculty available for parents.
  • Bespoke transitional arrangements for pupils with complex needs.
  • Transition to KS5 supported by personal advisors, KS4 Learning Mentor and representatives from local colleges.
  • Preparation for Working Life lessons and relevant assemblies in school for all pupils.
  • Post-16 information evening.

Further Information

Who can parents contact for further information?