Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan

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Erika Powers
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Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Academic and financial year 2012-13 Children with

1 Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Academic and financial year Children with special educational needs all have learning difficulties or disabilities that may make it harder for them to learn than most children of the same age. These children often need extra or different help from that given to other children of the same age. The Special Educational Needs Code of Practice lies at the heart of St Michael s College s SEND policy and sets out the processes and procedures that all organisations should follow to meet the needs of children. St Michael s college follow the graduated approach recommended in the Code of Practice and recognises that children learn in different ways and can have different kinds of SEND. So increasingly, step-by-step, support at School Action and specialist expertise at School Action Plus can be put in place to help overcome the difficulties that a child may have. If further support is required the school may request a statutory assessment of special needs, which may result in a Statement of SEN/D being issued to the child. The statement carries legal weight! Every year there is a statutory written annual review of progress for statemented pupils, which may be preceded by a meeting. The child is enabled and encouraged to participate throughout the decision making process. Number of Children with SEN The college has a reputation for a caring and effective approach to SEN hence it has more than the national average number of pupils in this area. So far in January 2013, children have been identified

These children often need extra or different help from that given to other children of the same age.

2 as having special educational needs which is approximately 23% of students on roll.. (3% statemented children, 20% school action and action plus) These include Policy 89 receiving School Action provision 61 receiving School Action Plus provision 23 receiving provision through a Statement of SEN. Students with a variety of needs and usually more than one disability that affected their learning; this includes physical difficulties, speech and language difficulties, specific learning difficulties and behavioural, emotional and social, difficulties. The SEN policy was reviewed in September 2012 and will be reviewed again in September The SEN/D governor is Catherine Bryan. The SEN Department Special Needs support at St Michael s is co-ordinated by Mrs Debbie Freegard Head of the Inclusion Faculty and Mrs Zammit SENCO (Special Educational Needs Co-ordinator). Lead practitioner Mrs. Chilton-Higgins supports the department as well as teaching assistants, Mrs Mulock, Ms Karbownik, Mr Mulock, Sr. Rita, Ms Upal and Mrs Hurley. Other staff may also support special needs pupils. The Learning Support Unit (LSU), managed by Mr Heyburn, has a particular role in linking with SEN for pupils exhibiting behavioural difficulties. Deployment of Staff and Resources Teacher Assistants (TAs) are deployed into faculties and are line managed by Heads of Faculty and so are experienced in the subject and work closely with subject teachers. They meet weekly with their Heads of Faculty to ensure information is shared about key students. Heads of Faculty also feedback to the SENCO at weekly briefing meetings. The Inclusion team including, learning mentor, LSU manager, the Inclusion Director and the SENCO meet regularly with their line managers from SLT to ensure teachers are meeting learners needs. The inclusion team and faculty meet fortnightly to review practice and share information on groups of pupils.

3 A significant focus of SENCO work has been in supporting and meeting the needs of TAs involved in delivering individualised and small group teaching and in assessing, administrative work, access arrangements, liaison with parents and other agencies. Staff Development The SEN and Inclusion Team provided whole Staff training about the individual requirements of students with special needs and teaching assistants received specific training for their role. Specialist off site training has been undertaken by some members of the department. Progress of pupils with SEN SEN/D pupils progress is supported by relevant intervention strategies and study clubs to support consistently good learning and teaching. Excellent progress in lessons has consistently been noted by SLT Reviews. 95% of pupils performing at or above expected grades. The SEN Department also keeps its own progress data for students engaged in literacy intervention programmes in KS3 that subsequently leads into testing for access arrangements in KS4. Base line testing for the whole of the year 7 intake ensures that all students with difficulties in literacy are identified. Over 50% of students on the SEND list are deemed vulnerable either in terms of emotional or behavioural difficulties and/or Safeguarding issues. External Agencies The advice and support of the following agencies has been sought. The Child and Adolescence Mental Health Service; the Educational Psychologist, Speech and Language Therapist (visits plus discussions with teaching and support staff), SEN specialists from Connexions, the Autistic Spectrum Advisor, Hearing Impairment teacher as well as Education Welfares Officer. Equality Act Accessibility Plans Under the Equality Act 2010 schools are required to take proactive steps to ensure their disabled pupils, staff and governors, parents/carers and other people using the school are treated equally. We have established an Accessibility Plan to promote equability of opportunity for disabled pupils, which set out to improve access to facilities and the physical environment of the college, as well as the curriculum and information for pupils. All pupils with SEN and/or disability take part in all aspects of college life including out of college and extended college activities. All children have participated in the full range of opportunities

Staff Development The SEN and Inclusion Team provided whole Staff training about the individual requirements of students with special needs and teaching assistants received specific training for

4 and events arranged by the college, including trips. As a new college, St Michael s has been built with lifts and facilities for disabled students and adults. We have worked with a variety of staff, parents and pupils to ensure that we meet all needs. Admissions of children with a Statement of Special Educational Needs The allocation of places to children with a statement of special education needs is dealt with through the home LA of the child, following consultation with the College. In accordance with the Special Educational Needs Code of Practice (paragraph ) and Schedule 27 of the Education Act 1996, the Local Authority seeks the college views on the parental preference to name the college. The Local Authority must name the parents preferred maintained mainstream or special school unless the following can be shown: A) That the college is unsuitable to the child s age, ability and aptitude or to the child s special educational needs, or B) The attendance of the child at the college would be incompatible with the provision of efficient education for the children with whom they would be educated, or C) The child s attendance would be incompatible with the efficient use of the Local Authority s resources. If the parents preferences cannot be met, an SEN appeals procedure will be carried out by the college s mediation policy. The LA will consider the views of the college and if they feel that the placement is appropriate they will ask the college to refer to the Academy mediation process.

Admissions of children with a Statement of Special Educational Needs The allocation of places to children with a statement of special education needs is dealt with through the home LA of the child,

5 Students with Disabilities and Medical Needs Action, Action Plus and Statement 2012/2013 Year MLD ASD SpLD SLCN HI PD BESD M TOTAL Total Students with disabilities and medical needs are entitled to access arrangements for their GCSE s and applications are made to the exam boards for those that require them. All statemented students attend their annual reviews where their views are sought both as written contributions and at the meeting. Statemented students and other students who will continue to need additional support at college have a moving on plan. Parents with enquiries or complaints with regard to disability and /or special educational need are invited to contact the school by phone, or letter. Appointments can be made with the Special Needs Coordinator Key MLD moderate learning difficulties SpLD specific learning difficulties (e.g. dyslexia, dyspraxia, ) SLCN speech language and communication needs ASD autistic spectrum disorders including Asperger s Syndrome HI hearing impairment PD physical disability M Medical BESD behavioural, emotional and social difficulties

the exam boards for those that require them. All statemented students attend their annual reviews where their views are sought both as written contributions and at the meeting.

6 A school action, additional support provided by the school P school action plus, additional support and advice sought from outside agencies Statement statutory statement of educational needs normally accompanied by additional funding to meet that need. SENCO Special educational Needs Coordinator CAF /TAC Common assessment form / team around the child, a multiagency approach to the needs of a student. CAMHS Child Adult Mental Health Service

SEND Information Report

OAKWOOD PARK GRAMMAR SCHOOL: AN EXCEPTIONAL LEARNING EXPERIENCE. SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL IS COMMITTED TO: High quality teaching that engages and challenges all students to become