Transfer Guide. for those joining KLB. Aims: o To enable you to introduce a child to us through a pen portrait

Transcription

1 A Transfer Guide for those joining KLB Aims: 2012 o To enable you to introduce a child to us through a pen portrait o To provide you with information on ways of helping a child to feel prepared for September o To answer some frequently asked questions Please visit the school website: Page1

2 Welcome from the SENCO and Head of Year 7 We are pleased to be able to welcome you to our successful comprehensive school which, according to Ofsted, provides excellent pastoral support and guidance and to the pupils outstanding personal development and well being. We want pupils to feel happy and confident when they arrive and hope this guide will help. Please read it and complete the Pen Portrait towards the end of the summer term so that our information is up-to-date. We look forward to hearing from you Karen John (SENCO) and Abi Banks (Head of Year 7) Introduce your child to us through a pen portrait As a parent, and with or without your child, you may like to contribute to our records. I hope the Pen Portrait Template below will provide you with an opportunity to tell us more about your son or daughter. The information on the Pen Portrait will be shared with the school SENCO and the Head of Year 7 and then will be passed to your child s tutor. It will also be linked to our school s systems for future reference. If you would prefer to talk, we could create the document together. Call in July and ask for Miss John or kjohn@klbschool.org.uk The Pen Portrait can be ed (kjohn@klbschool.org.uk) or posted and addressed to Miss John. Page2

3 A Photograph here PEN PORTRAIT FORM Pupil s name: Name of Primary School: Up to 8 words that best describe the pupil s character Pupil s hopes, strengths and likes Pupil s fears, challenges and dislikes Things that help Contributors: Pupil Parents Teacher Page3

4 Information for the SENCO You may like to include this additional sheet if it is relevant to your child The pupil has had exam dispensations in Year 6 such as: Received extra time in tests Had a Reader in tests Had a scribe in tests Worked in a small literacy or numeracy group separately from the main class Received 1-to-1 support to improve their literacy or numeracy The nature of their difficulty is Dyslexia Literacy difficulties / low levels of Literacy Behavioural, emotional or social difficulties Moderate / Severe learning difficulties. Dyspraxia AD(H)D Asperger s Autism (ASD) Sensory / Physical difficulties The pupil s learning difficulty has been assessed by a screener programme by their teachers at the Primary School by an Educational Psychologist (privately or through the Gloucestershire Education Service) a diagnosis from the G.P. or CAMHS Other: My son / daughter is termed School Action School Action Plus Statemented Please post the pen portrait FAO Miss K John, Katharine Lady Berkeley School, Wotton Road, Glos, GL12 8RB or the form to kjohn@klbschool.org.uk Page4

5 Ways of helping a child to feel prepared for September Most children are excited about the transition but a small number will be very anxious about the move. Before the summer, where there are concerns about a pupil s transition, extra support for year 6s moving into Year 7 might come in the form of KLB staff visit Primary schools in May Additional visits where an individual or small group would be accompanied by staff or parents remembering that a scheduled visit for your child s school will happen in June / July A school map At the start of the new term: Visual timetable pictorial based timetable for those with reading difficulties An early timetable, sent just before the start of term to reduce anxiety and the effects of poor organisation on the first day Colour coded timetable to match books to subject areas to the timetable A storage book box, created at home, where the pupil s books can be kept in a single place. Sticking the timetable to the lid may enable pupils to pack their bag each day and store their books in a safe place. Attend the information evening in June where Mr Harris, the Head teacher, and Mrs Banks, Head of Year 7, will outline the first few days in September. Those with facing considerable challenges will be introduced to all staff on the September INSET day presentation will be based on Primary school information and pen portraits From 8am be met by Miss John in the main reception area before meeting in the Junior Pen to meet tutors. Placed in a tutor group with other people from the Primary School and, for pupils transferring alone, we ask if they have friends from other schools. A two hour session for the first two hours of the first day with the new tutor and tutor group where pupils will be given a Page5

6 Support throughout the Years timetable at the start of the first day, a journal, and attend a welcome assembly The Year 11 taxi service that escorts classes for the first few weeks. In many cases the same year 11 pupils will have met the class on the summer induction day Early lunch times for the first two weeks T5 a support room for those with alternative timetables, break and lunch supervision HW club TA supported each night of the week until 4pm Clubs after school and lunch time sports club designed to increase involvement for those who feel isolated Mentoring with a member of staff and additional mentoring for those who need it A supervised dinner area assigned to each year group Afternoon reading session with 6th formers with Accelerated Reading programme Buddy Systems and Talk In Confidence TIC with trained sixth formers Links with local projects e.g. Allsorts Youth Club, local Colleges, sports activities TA support in most smaller classes 1:1 support in and out the classroom Flexible TA timetable to respond to need by negotiation with parents and teachers Some extraction classes and after school classes Support for teachers and parents from SENCO and Inclusion Manager Teacher meetings around classes School counsellor and Parent Advisor Regular information evenings and parents evenings Page6

7 The Answers To Some Frequently Asked Questions How and who to contact when you have a concern To inform the school of a pupil s absence Contact main reception on To pass on general information about the pupil Contact the child s tutor: call and leave a message or send the tutor an Serious or specific incidents The Head of Year abanks@klbschool.org.uk Concerns in particular subject areas The subject teacher / Head of Subject or Department seek advice from main reception if unsure General concerns about learning that span more than one subject area The SENCO kjohn@klbschool.org.uk Call and ask for a message to be left for the relevant member of staff. Use a name, where possible, or follow the guidance offered by the member of staff on reception. If you know the name of the member of staff, you could also send an directly to him or her. Our s use the first initial and surname of the member of staff followed You could also using the contact form on the school website which can be found under the contact us tab on the menu and reception will forward the to a relevant member of staff. Page7

8 Information about sets, class sizes and the level of Teaching Assistant Support Each year has 8 or 9 teaching sets there is no academic difference between the A and the corresponding Z side A Side Name Approx. Number Z Side Name Approx. Number A1 30 Z1 30 A2 30 Z2 30 A3 30 Z3 30 A4 25 Z4 25 A5 15 Initial setting is based on information from KS2. For Year 7, set changes are considered after the CAT (Cognitive Assessments Test) scores in early October and, unless there is compelling evidence beforehand, again at the end of each teaching year. For many of the subjects on the curriculum (English, humanities, arts, French and PHSE), a pupil will be taught in the same set. However, the Mathematics Department create their sets independently so a pupil who finds literacy difficult can develop his or her strengths in mathematics, and the Languages Department also set their second language groups separately. Science set in year 8. First and foremost, the presence of a Teaching Assistant in the room is dependent upon whether there is a statemented pupil in the class. If we have more TA hours available after statemented children have received their entitlement, Teaching Assistant time is allocated according to need. Page8

9 The SEN Referral Process Page9