SEN 2015/16

Special Educational Needs Information

Report 2015/16

At Cherry Willingham Community School we have a whole school approach to SEN policy and practice. Students identified as having SEN are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school including the extended curriculum such as trips and clubs.

 The Special Educational Needs and Disability Code of Practice: 0 – 25 years makes it clear that all teachers are teachers of students with special educational needs. It is our view that this applies to all students with additional needs.

 Who should you talk to if you think your child needs extra help?

In the first instance, please talk to your child’s form tutor or individual subject teacher who will be happy to discuss your concerns with you.

Other staff you could approach in the current structure are;

SENCO - Mr I Pindar

Lead Teaching Assistant - Mrs F Chapman

Head of year 7 and 8 - Mr C Brewer

Head of year 9 and 10 - Mrs E Pindar

Head of year 11 - Mr Radcliffe

Identifying students with SEN

Early identification of students with additional needs is a priority at Cherry Willingham Community School. All new students to the school sit a series of tests and assessments including CAT and reading and spelling tests to ensure students requiring additional support are identified on entry to the school.

All teachers are responsible for identifying students with additional needs. Working together with students and their parents as well as the Special Educational Needs Co-ordinator (SENCo) they will ensure that those students requiring different or additional support are identified at an early stage. We regularly monitor the progress of all students across the school and communicate this to parents at least 3 times a year.

 Assessment data will include:

• Evidence obtained by teacher observation/assessment.

• Information from parents

• Students’ performance in subjects.

• Standardised screening or assessment tools.

• CAT tests (cognitive ability)

• Records from primary schools.

• Reports from external agencies, such as Educational Psychology, Occupational     Therapy, Sensory Services, Speech Therapy etc.

How will we support a student with additional needs?

Cherry Willingham Community School will work together with students and their parents using the information from assessments to design appropriate differentiated programmes for students with identified additional needs, including:

• Providing starting points for an appropriate curriculum

• Identifying the need for support within the class

• Assessing learning difficulties

• Ensuring on-going observations/assessments provide regular feedback on   achievements/

   experiences, for planning next steps in learning

• Involving parents in a joint home-school learning approach

Procedure: The Graduated Approach

The SEN Code of Practice 0 - 25 advocates a graduated response to meeting students’ needs. The SENCo and teachers will review the approaches adopted. It is important to stress that the student and parents will be at the centre of this procedure having full involvement at each and every stage.

The SEN Code of Practice 0 – 25 advocates a graduated response to meeting students’ needs. The SENCo and teachers will review the approaches adopted.

The first two stages are school based and the final stage is the responsibility of the Local Education Authority.

Classroom Monitoring(Initial concern)

The subject teacher takes responsibility for the pupil’s education programme.  Teachers who identify pupils with learning difficulties take appropriate action to meet the pupil’s needs.  Parents are informed by the subject teacher and progress will be reviewed within three months. Concerns are recorded on the student’s learner profile with details of any planned interventions. After a period of monitoring decision will be made:

a)     to continue monitoring.

b)     that the pupil no longer needs any special educational provision.

c)      inform the SENCO and move the child onto the SEN register for SEN support.

Additional Support:

Where support additional to that of normal class provision is required in order for a child to ‘catch up’ with his peers, the student will be placed on the school SEN register. This will usually involve a child working on an accelerated learning programme orintervention for a set period of time and may also include some additional support led by a teacher or Teaching Assistant (TA).

After monitoring, it may befelt that advice from external professionals (such as Educational Psychologists or Speech and Language Therapists) is needed. Consultation with parents and the pupil will take place before any external agency is contacted.

All students receiving additional support will be recorded on the school SEN register and SIMs using the code K.

 Education, Health and Care Plans:

 Where concerns remain despite sustained intervention, the school will consider requesting that the Local Authority issue an Education, Health and Care Plan (EHCP). The EHCP will set out in detail the student’s strengths and needs and detail the provision for that student in the areas of education, health and social care.

 At every stage of the above graduated approach, the school will ensure delivery of the provision detailed therein and hold regular reviews of the appropriateness of that provision.

At every stage of the above graduated approach, the school will ensure delivery of the provision detailed therein and hold regular reviews of the appropriateness of that provision.

 What provision will be available to support students with additional needs?

Interventions and strategies for support are tailored to individual needs following discussions with parents, students, subject teachers, outside agencies (as required) and the SENCo.

The main methods of intervention and support are:

·               Quality first teaching in class, with additional help and support by the subject teacher through a differentiated curriculum

·               Periods of withdrawal individually or in groups to work with a support teacher/ TA

·               Support from specialists within class or as part of a withdrawal programme

·               Reading intervention programmes such as Lexia

·               Pastoral care and mentoring

·               Support to improve attendance

·               Social skills support

·               Strategies to support behaviour

·               Support to support and improve numeracy and literacy skills

·               Strategies/programmes to support occupational therapy/physiotherapy needs

·               Support and supervision at unstructured times of the day

 What specialist services and expertise are available?

Specialist support may be put in place, depending on individual needs, in consultation with students and parents.

 The main agencies we use are as follows:

·               Specialist teaching and applied psychology service (STAPS)

·               Working Together Team

·               Sensory service – hearing impaired/visually impaired

·               Speech, language and communication support

·               Occupational therapy support

·               Physiotherapy support

·               Family support - through an Early Help plan

·               Counseling

·               School nurse

·               Links with specialist schools/provisions

 How will the progress of a student with additional needs be monitored?

The progress of students at every stage of the above graduated approach will be tracked using the schools’ assessment data. Progress will be shared with parents through termly school reports and will be discussed with parents at annual meetings. Students at ASP or holding an EHCP will have a Pupil Profile, which will be reviewed each term. Students with an EHCP will also have annual reviews where progress is reported to the Local Authority. Parents are always welcome to contact individual subject teachers or the SENCo to discuss any concerns they may have.

 How accessible is the environment at Cherry Willingham Community School?

At Cherry Willingham Community School we make every effort to give equal access to all students in accordance with our accessibilty plan. We work with parents, students and outside agencies for advice on how to meet the individual needs of our students. Please make an appointment to come and look around the school and discuss your child’s needs.

 

Some of the strategies used to ensure our environment is fully accessible are:

•      An inclusive ethos

•      Flexible seating arrangements

•      Appropriate lighting

•      Clear signposting

•      Low level handrails

•      Clearly marked stairs

•      Use of alternative methods for recording information

•      Modified equipment/resources

•      Modified seating plan

•      Low level equipment

•      Whole staff training on a wide range of additional needs

•      Advice from outside agencies

•      GCSE exam arrangements

•      Outside agency support

How do we prepare our students for transition?

We have excellent links with all our feeder schools and post 16 providers.

Transition to Cherry Willingham Community School from KS2:

·         The Head of year 7 visits every feeder school in the summer term to meet the students transferring to Cherry Willingham Community School.

·         All students attend a transition week during the summer term

·         The SENCo/SEN Manager will meet with the KS2 SENCo and attend review meetings as appropriate for students with additional needs.

·         We offer additional transition visits for students with additional needs. Parents, support staff and relevant outside agencies will also be invited to these sessions as required.

·         In some cases the SENCO will visit the primary school to observe and work with children in the classroom.

·         Where necessary we will work with the feeder school and outside agencies/mobility officers to ensure the school environment meets individual needs

 Transition from Cherry Willingham Community School to post 16 provisions:

·           At Cherry Willingham Community School all students are prepared for the transition to post 16 settings through a programme of assemblies and alternative curriculum day sessions

·           Through mentoring with form tutors all students will discuss post 16 options and be given support with the application process to post 16 providers.

·           All students with additional needs will have a careers interview with a qualified careers advisor to discuss post 16 options

·         A Learning disabilities advisor attends annual reviews in year 9 and 11 for students with EHCPs

·         The SENCo works with the careers advisor to ensure that all information regarding the students’ additional needs are passed on to the post 16 setting.

·         The SENCo from Cherry Willingham Community School meets with the SENCo/SEN manager of the post 16 settings to discuss individual needs and strategies for supporting students

·         Additional visits to post 16 settings can be arranged as required

·         Mobility training can be organised as appropriate

·         Outside agency advice is actively sought as required

Contact us

Cherry Willingham Community School, Croft Lane, Cherry Willingham, Lincoln LN3 4JP

Please direct enquiries to Ms. M Cooper in the first instance

  • Telephone: 01522 751040

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