pecial ducational eeds

Transcription

1 2.How will you know if my child needs extra help? 3.What should I do if I think my child has SEN or disability? 18. What are special educational needs? 4.How will you tell me about my child s support? 5. How will I know how my child is doing? 6.How will you match the curriculum to my child s needs? 21. How will my child be involved in planning for his or her education? 7. How will I be involved me in planning for my child s education? 8.How can I help to support my child s learning? 9. How will you support my child in starting school and moving on? 10. How will you include my child in activities outside the classroom? 11. How accessible is the school environment? pecial ducational eeds 12. How will you support my child s overall wellbeing? 13. How does the school allocate resources to match the needs of children with SEN?. 20. How will the school know that its SEN provisions are effective? 14. How will you make decisions about how much support my child will receive? 19. What should I do if I have a complaint? 15. What training or expertise do your staff have? 16. What specialist services could be available for my child? 17. Where can I find more information?

2 How will you know if my child needs extra help? At transition, paperwork is exchanged between schools Teacher s/ta s/senco s visit primary schools to gather information Schools make contact with external agencies at transition regarding pupil s within their service Year 6 pupil s undertake the Access Reading Test to give us a baseline for their reading/comprehension levels For standardization, Year 10 pupil s also undertake the Access Reading Test which indicates their exam dispensation entitlement KS2 Results/Teacher Assessments Concerns relayed to SENCO from subject teachers after differentiation and intervention within the classroom

3 What should I do if I think my child has SEN or disability? Speak to your doctor if you have any concerns about your child s learning/ behaviour Speak to your child s form tutor/subject teacher Speak to the SENCO if there are still concerns. Points which you may want to consider before meeting with the SENCO meeting are; - why you think your child has SEN/disability - whether your child learns at the same rate as other children their age - what the school can do to help - what you can do to help Also, if you have any appropriate medical paperwork which is appropriate, please bring it with you to the meeting.

4 How will you let me know about my child s support? Communication via one or more of the following: Parental Consultation Day Letter/phone call from the Inclusive Learning Faculty outlining concerns Invitation to a meeting with appropriate staff members Outcome from meeting could result in; - Plan/Do/Review meeting - One Page Profile Access arrangements for your child will be communicated via letter to you

5 How will I know how my child is doing? Teaching Assessment Results which you will receive on a regular basis Contact via telephone/letter if there are any concerns about your child from a member of staff Parents Consultation Day Receipt of One Page Profile for a child on the SEN register Receipt of One Page Profile for a child with a statement/education Health and Care Plan (EHCP)

6 How will you match the curriculum to my child s needs? Differentiated planning Additional in-class support in appropriate lessons Subject specific intervention sessions Use of One Page Profiles Specialist equipment provided for student s where appropriate Exam access arrangements Alternative curriculum

7 How will I be involved in planning for my child s education? Open evenings Parent Consultation Days Planning meetings about your child s needs Discussions with external agencies Review meetings to explore if your child s needs are being met Feedback from One Page Profiles

8 How can I help to support my child s learning? Visit the school website and the links to relevant information Check homework planner regularly Encourage your child to attend homework/revision clubs Know your child s targets and actively encourage your child to work towards them Encourage your child to engage in extra-curricular activities Follow advice given by staff/external agencies/attend planning and review meetings

9 How will you support my child in starting school and moving on? Primary transition General/SEN information requested from primary schools Primary transition meetings between Y6 teachers and Inclusive Learning Transition Coordinator Pre-induction visits for nominated pupils from primary schools Transition sessions in primary schools and Academy run by Inclusive Learning Transition Coordinator Child Centred reviews for identified students Year 6 Transition Day Review meetings e.g. annual reviews/caf s Y6 informal coffee afternoons to inform parents in both primary schools and Academy. Post-16 transition Liaison with entrust in Y9 Careers education Y9-11, including information about post-16 education options Further meetings with entrust in Y11 Information about sixth forms, colleges, training providers Transition meetings with support staff at college

10 How will you include my child in activities outside the classroom? Your child is invited to access extra-curricular activities at lunchtimes and after school Form tutors will inform their class on extra-curricular activities Completing relevant risk assessments for out of school activities

11 How accessible is the school environment? Paget High School is the identified school for access, De Ferrers Academy can only offer limited disability accommodation (as detailed below). A disabled parking space is located next to the access door of the main building A mobile ramp is available in the Academy. Disabled toilets are available Wide doors in some parts of the building Limited access no lift

12 How will you support my child s overall well-being? Rewards Policy VIVO s awarded for achievement in various areas Personal, Social and Health topics are taught through Values lessons Spiritual guidance taught through Values lessons Emotional well-being through Anti-Bullying Policy, /Inclusion /Student Welfare Officer Pastoral support through Form Tutors, Head of Year. Lunchtime clubs

13 How does the school allocate resources to match the needs of pupils with SEN? Training for staff to enable them to meet the variety of needs of pupils within the classroom In-class support from ISA Small group support Availability of accessible resources and equipment Induction classes Access arrangements External agency support e.g. Speech and Language Therapists, Autism Outreach, Visual Impairment Team, Hearing Impairment Team etc. Provision of specialist resources where an identified need is established

14 How will you make decisions about how much support my child will receive? Tracking pupil progress For pupil s with SEN but without an Education Health and Care Plan (ECHP), the decision regarding the support required will be taken by the SENCO in consultation with staff and the Senior Leadership Team (SLT) Change in a pupil s circumstances which has an effect on their well-being may lead to certain interventions being arranged For pupil s with a statement of educational needs or ECHP, the decision will be reached when a plan is being produced and the needs have been identified Recommendations resulting from assessments by outside agencies

15 What training or expertise do your staff have? In-house and specialist training is provided for staff Common Professional Development training as per Performance Management Reviews Attendance at the termly SENCO update Specialist training has been provided to the SENCO The Governor with specific responsibility for SEN has completed the SEN Governor training

16 What specialist services are available for pupils with SEN? SENCO Two Assistant SENCOs Experienced ISAs School Nurse Special Educational Needs Specialist Service (SENSS) Children and Adolescent Mental Health Service (CAMHS) Autism Outreach British Dyslexia Association (BDA) Hearing Impairment Team (HI) Visual Impairment Team Social Services Parent Partnership provide support for parents in pupil meetings Family Support Worker Educational Psychologist Midlands Psychology Occupational Therapist Speech and Language Therapists This is not an exhaustive list, other services are available.

17 Where can I find more information or advice? De Ferrers Academy website The Staffordshire Local Offer can be found on the Staffordshire website Parent Partnership Staffordshire Parent Partnership Service Tel Independent Parental Special Education Advice (IPSEA) I British Dyslexia Association (BDA) National Autistic Society (NAS) This is not an exhaustive list, other sources are available

18 What are special educational needs? A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. We provide SEN support for pupils with significant needs in the following areas: Communication and Interaction Cognition and Learning Social, mental and emotional health Sensory and /or Physical.

19 What should I do if I have a complaint? The Academy Complaints Policy and Procedure can be found on the De Ferrers Academy website.

20 How will the school know that its SEN provision is effective? Your child is happy in school and showing expected progress Tracking of your child indicates expected progress Intervention Assessments e.g. reading tests OFSTED reports

21 How will my child be involved in planning for his or her education? Take responsibility for their learning Keeping their homework planner up-to-date Talking to form teachers/subject teachers/isa s when difficulties arise Selecting their options at the end of Year 9 Undertaking relevant assessments to qualify intervention Taking part in a Child Centred Review Be involved in the writing of their One Page Profile Discussions with staff/isas about how their education could be improved i.e. what intervention is necessary to enable them to achieve their targets Identified children (with a statement or an Education and Health Care Plan (EHCP) will plan/do/review their progress