SEN / Learning Support

Special Educational Needs and Disability (SEND) Information Report

 This document has been written in compliance with “The SEND Code of Practice: 0-25 years” (2014). As such, it is a working document and will be revised and refined over time.

INTRODUCTION

The purpose of this policy is to ensure that students with special educational needs at The Coseley School are recognised and receive the appropriate support necessary to enable them to gain the maximum benefit from their time at the school.

We believe that all students should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all students can flourish and feel safe.

The Coseley School is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to students who have experienced previous difficulties.

This does not mean that we will treat all students in the same way, but that we will respond to students in ways which take account of their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.  We pay particular attention to the provision for and the achievement of different groups of learners:

  •  girls and boys, men and women
  • minority ethnic and faith groups, travellers, asylum seekers and refugees
  • learners who need support to learn English as an additional language (EAL)
  • learners with special educational needs
  • learners who are disabled
  • those who are gifted and talented
  • those who are looked after by the local authority
  • others such as those who are sick; those who are young carers; those who are in families under stress; pregnant school girls and teenage mothers
  • any learners who are at risk of disaffection and exclusion

This policy describes the way we meet the need of students who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.

We recognise that students learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.

At The Coseley School we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

The Coseley School sees the inclusion of students identified as having special educational needs as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community.  We are trying to move from an SEND approach that locates a problem with the child to looking at what additional provision we need to make for specific students.

Objectives

  •  To ensure all legal requirements and guidance are implemented effectively across the school.
  •  To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, students with special educational needs/disabilities.
  •  To continually monitor the progress of all students, to identify needs as they arise and to provide support as early as possible.
  •  To provide full access to the curriculum* through differentiated planning by class teachers, SENCo, and support staff as appropriate.
  •  (*Except where disapplication, arising from a specific need occurs, disapplication is very rare, and we aim to offer the full curriculum to all our students.)
  •  To provide specific input, matched to individual needs, in addition to differentiated class room provision, for those students recorded as having SEND where appropriate.
  •  To ensure that students with SEND are perceived positively by all members of the school community, and that SEND and inclusive provision is positively valued and accessed by staff and parents/carers.
  •  To enable students to move on from us well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of further education/training or the world of work
  •  To involve parents/carers at every stage in plans to meet their child’s additional needs.
  •  To involve the students themselves in planning and in any decision making that affects them.

SEND Provision at The Coseley School

The Coseley School recognises that a proportion of its students have special needs as a result of one or more of the following:

  • general learning difficulties
  • specific learning difficulties
  • emotional, social and  or mental health difficulties
  • a physical disability
  • speech and/or language difficulties
  • a medical or health problem

The Coseley School also recognises that the more able may also have special educational need

Identification of Students

Students with SEN are identified using a range of information including:

  • Information from parents/guardians/carers of student.
  • Information from previous schools (primary, secondary, special).
  • Information from outside agencies, such as the Learning Support Service, the Child      Psychology Service, the Physical and Sensory Support Service.
  • Information based on observations from the staff at Coseley School.
  • Information gained from progress and attainment in National Curriculum monitoring   within faculties.
  • Information gained from the use of standardised tests

Referrals

New referrals or general concerns about students’ special educational needs can be made directly to the SENCO these will then be assessed to see if there is an SEND need and appropriate plans put in place to support any identified need.

Any member of staff, parent/carer or student may make a referral.

If you think that your child may have special educational needs that have not been previously identified then you should contact the school and ask to make an appointment with the Special Education Needs Coordinator. (SENCo)

If you have any concerns about your child’s special educational needs, please contact the SENCo: Mrs Sarah Clarkson:  sclarkson@coseley.dudley.sch.uk  01384 816565

How is the decision made about how much support my child will receive?

The decision making process is informed by the data and information discussed above A programme to address the child’s needs is agreed, until the next review period. The programme will have targets specific to your child which are central to the ensuing review: future provision is decided on by how far these targets are being met. The needs of each student on the Inclusion Register are very carefully reviewed and considered for the coming year, we endeavour to address the needs of each individual with a specific programme of support and teaching

What provision is there for students with Special & Additional Educational Needs/Disabilities?

In the first instance every member of school staff will support individuals at a level appropriate to their needs, through effective differentiation in the classroom.

The inclusion team aims to ensure the fullest possible access to the curriculum for students on the Inclusion Register with Special and Additional Educational Needs/Disabilities.

The provision is reviewed every term to ensure it addresses the needs of current students.

What the school provides?

  • Classroom based support and intervention can take place in one to one, small group or whole class settings. Subject based intervention is usually provided by subject specialist staff. Classroom based support is available through a team of experienced Teaching Assistants. Intervention can take place before, during or after the school day.
  • Literacy intervention is available through timetabled lessons and activities and is a priority of the school, designed to promote independent learning and curriculum access. There are laptops available in school to enhance the learning process, and to assist identified students with handwriting and recording difficulties. There is a range of equipment available within school for students with both learning and sensory difficulties. School will consult with staff from a variety of external agencies to advise and support across the range of SEND
  • Each teaching and non-teaching member of staff is given relevant training at the start of the school year. Specialist nurses and agencies are able to provide advice and strategies for teaching students with SEND and medical conditions.
  • Updates are made available to staff, by the SENCo, via: email, staff briefings, the weekly bulletin or face to face meetings. Much training and staff development is given ‘in-house’ to include strategies for specific children and generic strategies. In addition, internal and external training is available for staff.
  • School works within the examination board guidelines, to put into place access arrangements that are appropriate and meet the needs of individual students.
  • Individual teachers are responsible for making lesson accessible to all.
  • There are a small number of students who access courses which are on offer from external providers: these lead to Key Stage 4 Vocational Qualifications.

Differentiation is seen as a priority in all lesson planning and in additional provision, and is supported by inclusion staff who are working alongside their subject colleagues.

Effective differentiation will enable your child to participate fully in all aspects of learning and to make the best possible progress.

How does the school know how well my child is doing?

Teaching staff enter progress data on individuals regularly. This ensures that there is always relevant and up to date information on the level that is currently being achieved by each student. In addition to this, students who have individual plans have their targets and progress monitored, to ensure that the school has complete information on the whole learning experience.

How will the curriculum be matched to my child’s needs?

The inclusion team aims to ensure the fullest possible access to the curriculum for students with special and additional Educational needs. The provision is reviewed every year to ensure it addresses the needs of current students.

How will I know how my child is doing?

Over the next four years, Statements of Special Educational Needs will be reviewed. As part of the Local education Authorities’ rolling programme some Statements will cease and others will be replaced by Education, Health Care Plans (EHCP). Parents are always invited to attend review meetings and as such will contribute to the process.

Students with an Education, Health and Care Plan will also have an Annual Review Meeting and outside agencies may be invited to attend.

Reviews are carried out in line with statutory guidance for reviews.

Advice is provided by the school, external agencies, the student and the parent/carer. Documentation is shared in advance, and meetings held at mutually agreed times. Summary advice is send to the LEA, the parent/carer and school. Students are always encouraged to participate in their meeting, or to contribute in their preferred format.

Progress of other students with SEN support needs are monitored half termly in line with school assessment procedures. Internal tracking systems are used to highlight progress of individuals as well as identified groups.

Progress data is shared with parents after each progress check, in written format as well as face to face at parent’s evenings.

The SENCo is available to discuss individual students at any point, usually by appointment, to ensure privacy and confidentiality.

The effectiveness of our provision is measured in the progress that individuals and groups of students make over time. The school is required to measure progress using nationally agreed standards and criteria, as well as progress in individual social, emotional or behavioural targets.

We consider that the parents/carer’s views are a vital part of the review and therefore request your attendance and support for your child.

Reports you may receive could include:

  •  Annual Review
  •  Literacy Reports
  •  Social Skills/Social Communication Evaluation
  •  School reports: Interim and full reports
  •  Personal education Plans
  •  Individual Behaviour Plans
  •  Contact with Keyworker, Pastoral Leader, Group Tutor, Community Leader
  •  Rewards & Sanctions system

How will my child be included in activities outside the classroom, including school trips?

Most students with additional needs are supported and encouraged to be fully involved in all areas of school life. All clubs and trips are open to them and individual arrangements are planned in advance to ensure that they are able to participate.

For students with medical/physical needs, any issues around trips and activities will have been discussed and addressed with parents in the Care Plan.

The school does not offer child care before or after school.

Breakfast is available each day

There is a range of extra-curricular available to all students, some charges are applicable: the activities include, sport, music and drama.

Parents are required to pay for individual music tuition.

Some trips and visits are subject to a voluntary contribution from parents/carers. A small fund is available to cover essential curriculum visits, in cases of hardship.

Where places are over-subscribed parents will be informed as to how places will be allocated.

The school operates a buddy system, where older pupils offer guidance, help and friendship support to younger students.

The school makes the Learning Support Centre available to socially or emotionally vulnerable students, and actively promotes social integration and friendship support, under the supervision of adults.

Teachers, welfare staff and other adults will signpost vulnerable students to ensure their needs are met

What support will there be for my child’s overall well-being?

All students are supported by their form tutor and then their relevant Pastoral Leader (dependent on key stage). In addition, students with AEN may be included in social skills programmes and also offered break and lunchtime support. Other interventions include:

  • Counsellor
  • Clubs
  • Meditation
  • Rewards
  • Behaviour Plans
  • Celebration Assemblies
  • Breakfast Clubs
  • Liaison with outside Agencies

How does the school manage the administration of medicines and providing personal care?

The Coseley School is mindful of the need to safeguard the well-being of all students and management of first aid arrangements will be undertaken in such a way as to ensure there is adequate training of staff, provision of first aid equipment and recording of first aid treatment.

Health Care Plans   

Students deemed to have a significant health condition will be the subject of a Health Care Plan which will record their individual medical needs at school. Parents will be invited to meet with the relevant school staff to formulate a suitable plan. This will be carried out in consultation with the School Nurse and other health professionals as necessary. The Care Plan outlines arrangements for administration of medicines while in school, and provides advice for teaching staff and those arranging trips.

What support is there for behaviour?

We have a specialised staff who work with individuals and small groups of students with identified needs.

There is a clear Behaviour Code, with rewards and sanctions, within the school which all staff and students are expected to follow. The Pastoral Leaders, SEN Team and keyworkers provide individual support and guidance for students who may be showing behaviour of concern, in order to address the issues that may be causing the behaviour.

How will my child/young person being able to contribute his or her views, and how will the school support my child to do this?

There is an annual student survey, which invites all students to consider and express their concerns and ideas in a positive way.

Students are asked to complete a questionnaire about school, their learning and wellbeing, on a regular basis.

Parents are encouraged to complete feedback information sheets and questionnaires after visits to school, parent’s evenings as well as web site feedback.

Students with additional needs are able to make their views known in the student’s feedback in Annual Reviews, as do parents.

The constitution of the Governing Body requires parents to be represented on the body. When a vacancy arises or a term of office expires, vacancies are advertised via the website and by letters home. Parents then apply for the vacant positions as set out under the constitution.

There is a governor linked with SEN who reports back to full Governing Body. Reports emphasise the involvement, and the impact this has produced, by key agencies. This ensures there is a regular, comprehensive review of provision.

What Specialist Services are available within or accessible to the school?

Within School:

Within the inclusion team the staff have specialisms in dyslexia, speech and language and autism. They also have considerable experience in teaching children with dyspraxia, dyscalculia, sensory impairments and behavioural difficulties. The Learning Support Assistants have had extensive experience and training in working with children with general learning difficulties, dyslexia, autism, sensory impairments and behavioural difficulties.

Outside Agencies include:

Educational Psychology Service                          Educational Welfare Service

School Nurse                                                           Speech and Language Service

Child & Adolescent Mental Health Service         Sensory Support Service (Visually impaired, Hearing impaired)

Bereavement counselling                                      Careers

Autism Outreach                                                      Social Care

Occupational Therapy support services              Learning Support Service

Sycamore Centre (Behaviour)                               Cherry Trees (Emotional/ Medical)

What training are the staff supporting students with SEND had or are having?

Training for teaching students with special educational needs is considered essential. There is an on-going programme of whole school training in teaching and supporting students including:

Specific learning difficulties, general learning difficulties, autism, hearing impairment, visual impairment and sensory support, disability awareness, and first aid.

In addition there is regular training in:

Literacy, child protection, looked after children and managing challenging behaviour.

Specific training for the inclusion team includes:

Anger Management, Speech and Language, Access Arrangements and Diagnostic Assessment.

12. How accessible is the school environment?

The Coseley School has worked to ensure that access to school buildings and site can meet diverse pupil needs and has the following adaptations and special features:

 

  • Provided  disabled bay parking.
  • Accessibility and clarity of signs around school.
  • Awareness of independent access.
  • Clear identification of room functions.
  • Level and wide access to the main school entrance.
  • Access ramps built at all entrances and fire exits.
  • A comprehensive programme of updating the access to our sporting facilities which includes the installation of ramps at all entrances and exit points in the sports hall, a lift from the sports reception area to the synthetic pitches, another lift from the changing room area and a new car parking area with purpose built ramp with a direct access to the sports hall.
  • In the sports centre  there are two accessible toilets for the students with disabilities      including changing facilities and showers.
  • On the main school corridor a toilet for students with disabilities, including      wheelchair access, changing facilities and a shower unit.
  • A lift enabling access to part (but not all) of the upper floors of the school building.

Within the overall budget, the governors will give due priority to the provision of adequate staffing and material resources to meet the special educational needs of students. Consideration will be given to the purchase of support services as necessary to meet the needs of the students

How will the school prepare and support my child to join the school, transfer to college or the next stage of education and life?

We gather a lot of information about your child in order to make the best possible preparation for joining The Coseley School from the following sources:

  • Close liaison with Primary Schools during the Spring/Summer Term
  • Primary School records
  • Additional transfer visits with staff from the Primary Schools in the Summer Term
  • Screen Testing
  • Reports from agencies that are already supporting your child
  • Contact with parents/carers

The school works with feeder primary schools and Parent Partnership/ LEA Officers from year 5, through to arrival in year 7.

The school holds an Open Evening each year in September and parents are encouraged to attend. Follow up meetings are offered on a one to one basis with the SENCo, following Open Evening.

The school uses mini Buddy’s (Y7’s) to visit local primary schools in the summer term, to give talks and presentations to Year 6.

Students with SEND are offered Careers Education Advice Information and Guidance (CEIAG)) from a named specialist advisor.

Local colleges attend Parents Evenings from Year 9 onwards, and a specialist Post 16 Event is held in the Summer Term: this is open to any student and their parent/carer.

A Careers Fair is organised for Year 9/10 which includes, local employers, colleges and training providers.

Follow up drop in visits are made by colleges to support potential students in completing applications: the school also offers this support to students.

The SENCo works closely with students, parents and external providers to ensure a smooth transition to Post 16 provision.

Taster Days are offered and usually taken up by students in the summer term of year 10 and year 11.

Additional advice and information is provided to colleges and training providers by the school, with the agreement of the student and family.

Subject departments engage with universities and colleges for subject specialist information.

The school has a careers library which holds information on many universities and colleges, as well as information about employment and training opportunities.

All students in key stage 4 are given the opportunity to undertake a period of Work Experience.

 

Information   about Dudley’s Local Services

 Information about the services that are available to parents and   young people with SEND are available through the Local Offer this can be accessed through the following website

https://fis.dudley.gov.uk/localoffer

Contact details for various support services are available   through this site.

 

 

 

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