GMS Special Educational Needs (Information) Regulation Annual Report

Transcription

1 GMS Special Educational Needs (Information) Regulation Annual Report All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual basis, Special Educational Needs (Information) Regulations Clause 65 All mainstream schools and maintained nursery schools are required by law to make their Special Educational Needs Report available on their website. 1. The type of SEND provision Great Marlow School is an inclusive mainstream school which will consider for entry all students, regardless of special educational need. All teachers at the school are teachers of students with special educational needs. Through collaborative working all staff at Great Marlow School are committed to supporting the progress of all students, regardless of need. The School s Policy 2. The school s policy (including pupils who do and do not have an EHC Plan)for: identifying and assessing pupils with SEND is: At Great Marlow School students are identified as having SEN through a variety of ways. Transition meetings with feeder Primary schools in the Summer Term Student performing at below age-expected levels Concerns raised by parents, teachers or students Liaison with external agencies Following any concerns raised, subject teachers will be asked for feedback regarding the area(s) of concern. A number of actions may then follow:- Advice to all teachers to modify teaching methods and differentiation, followed by close monitoring of the impact of any changes Discuss different support methods with the student, providing advice in order to modify their learning methods Discuss strategies with parents which can be embedded at home in order to support progress These interventions do not require the student to be placed on the SEN register as these strategies are available to all students. If these methods do not improve the progress of the student then additional interventions maybe implemented. The following are examples of interventions / provisions which are considered additional to or different from the majority of students and therefore the student maybe placed on the SEN register at SEN support. Catch-up literacy Numeracy Catch-up Lexia Social Skills group Spelling support In-class support from Learning Support Assistants Key Stage 4 Study support Referral to an external agency for further assessment of needs assessing & reviewing the progress of pupils with SEND is: All interventions and support offered to students are regularly monitored and evaluated by the SENCO. Adjustments are then made accordingly. Effectiveness of provision for pupils with SEN is

2 evaluated in the following ways: Analysis of student progress data Pre and post intervention testing and analysis of the data collected Observations of lessons and interventions Feedback from staff and student The School s approach to teaching 3. The school s approach for teaching pupils with SEND (including pupils who do and do not have an EHC Plan) by adapting the curriculum & learning environment is: All students have access to a broad and balanced curriculum. Students are placed into Pathways at the start of Year 7. Three pathways, or routes, through the curriculum have been designed to meet contrasting needs. They are not designed as corridors from which pupils cannot move, but flexible paths that respond to the pupils changing learning speeds. Pathway allocations are reviewed by Directors of Learning on every occasion that attainment data is collected and should a change of pathway be contemplated, discussions take place with parents or carers. Further information on Pathways is on the school website. All teachers are teachers of students with Special Educational Needs and will differentiate the learning material, delivery and support accordingly. Some examples of differentiation are:- Providing glossaries with simple definitions Specifically teaching key words and overlearning Breaking learning into chunks and supporting with visuals Consideration to seating and groupings Movement breaks Providing writing frames and sentence starters through activities that are available to pupils with SEND in addition to those available through the curriculum is: Great Marlow School offers a wide variety of extra-curricular activities; these activities are available to all students. We aim to support all students to enable them to attend trips, visits and take part in extra activities where possible. A risk assessment will be completed for each trip and the needs of individual students are considered as part of this process. through improving the emotional and social development of pupils with SEND is: Great Marlow School is committed to supporting students wellbeing and offers a variety of interventions to assist with this. These include: social skills group, key workers, transition support and counselling. Through inclusive learning and the wide variety of extra-curricular activities Great Marlow School offers, students are able to achieve success which is an important factor in a student s wellbeing. Great Marlow School has a Learning Guidance and Support (LGS) department providing a robust and comprehensive system for supporting learning, putting into practice the Every Child Matters framework by developing strong links with parents and services in the local community. The LGS team works with the Directors of Learning and all members of staff to ensure that we are creating opportunity, releasing potential and achieving excellence. The care and development of the children is the concern of all members of staff. Each Form Tutor is responsible for providing pastoral support to each child in their care. In turn, Form Tutors receive support from the Learning Guidance and Support Department and the Directors of Learning. Great Marlow School has a trained member of staff based in the medical room setting to offer advice and administer medicines. A record of all students attending the medical room is maintained. Students who need to attend the medical room for medicines or in the event of an injury or illness may attend during break / lunchtime or are released from lessons via a note from the teacher. In the event that a

3 student is unable to reach the medical room a first aider attends them at their location. The School s facilities 4. The school s facilities to include pupils with SEND and how new or specialist equipment & facilities are obtained is: Great Marlow School is wheelchair accessible with 3 accessible toilets large enough to accommodate changing. There are ramps in place in order to move from the playground to other parts of the school. The school has a lift to access some upstairs classrooms; all other lessons would be timetabled in downstairs classrooms in order to accommodate individual needs. We have experience of working with students with both physical disabilities and visual impairment. We work closely with the Specialist Teaching Service, Occupational Therapy and Physiotherapy teams to ensure that appropriate equipment is available and suitable for students. The School s training 5. The school s arrangement for training staff in relation to pupils with SEND is: All teachers are teachers of children with Special Educational Needs and have received regular training regarding different aspects of SEN throughout each academic year. At the start of each academic year, all staff are introduced to the Special Educational Needs of the new Year 7s from the SENCO. At this time, individual needs are identified and compared with existing experience of staff. In the event that these needs are new to Great Marlow School, the SENCO will arrange the necessary training for all staff who will be supporting the student. Learning Support Assistants meet fortnightly to discuss support and undergo training on various aspects of SEN. Professionals from the Specialist Teaching Service, Speech and Language Therapy, Occupational Therapy and Educational Psychology Service contribute to this training. In addition we share good practice locally with feeder schools and within local network meetings. Specialist expertise is obtained by the school by: The SENCO meets termly with the link Educational Psychologist and Speech and Language Therapist to discuss current students needs and also to discuss referrals. Any referrals would usually be discussed with the parents / carers prior to meeting with the external professional. If appropriate the school may advise parents to contact Child and Adolescent Mental Health Services (CAMHS) via the GP, although there are occasions where it is appropriate for the school to make this referral; again, this would be following consultation with the parents / carers The SENCO holds the National Award for Special Educational Needs and works closely with students, families, teachers, Learning Support Assistants, Learning Guidance and Support, the Leadership Team, Governors and outside agencies. The SENCO has day-to-day responsibility for the operation of SEN policy and coordination of specific provision made to support individual pupils with SEN, including those who have EHC plans, supported by the Head of Learning Support The school also employs Higher Level Teaching Assistants to work with small groups, whole classes and individually, alongside Learning Support assistants who support students learning mainly in the classroom and also withdraw students for individual or groupwork. The School s consultation 6. The school s/nursery school sarrangements to consult with and involve: parents/cares of pupils with SEND about the education of their child/ young person is: All students with a statement or EHC Plan have an Annual Review to which the student, parents / carers, relevant external professionals and key internal personnel are invited to discuss achievements since the last review and set targets. The students are encouraged to contribute actively to the review. Parents / carers will be informed if their child is to be placed on SEN Support and parents / carers can

4 arrange to discuss the specific interventions planned. children/ young people about their education is: All students who participate in interventions outside the classroom have opportunities to discuss the method of support and targets to aim towards. It is vital that students are involved in this process in order to encourage them to work hard to progress. The School s partnerships 7. The school s governing body/ proprietor involve other bodies (including health, social care, BCC support services, voluntary & community groups) to meet the needs of pupils with SEND and their families by: The school actively uses the support and guidance of a range of outside agencies provided by Buckinghamshire County Council/Bucks Learning Trust e.g. Educational Psychologists, the Specialist Teaching Service, Cognition and Learning team, Pupil Referral Unit as well as outside agencies such as Health (e.g. Occupational therapists, Speech and Language therapists), Family resilience service and Social care to ensure that the identified needs of individual children are met. The school offers a wide range of extra-curricular activities, some of which are run by outside agencies. If a child has SEND, we will liaise with these agencies (with your permission) to ensure that the child s needs are met. 8. The school s arrangements for pupils with SEND transferring between other education providers or preparing for adulthood & independent living is: Detailed transition meetings with Primary feeder schools Transition activities with Primary feeder schools Pre-intake sessions with vulnerable students and parents / carers prior to County-wide intake day Intake Day and evening SENCO or Head of Learning Support attends Annual Reviews for Year 5 transition review meetings and Year 6 Annual Reviews Connexions support for students Year 9 and above to plan for transition Liaison with colleges and VI forms High level of support from tutor and Director of Learning for next steps Additionally the SENCO or Head of Learning Support are available for meetings with parents / carers who wish to discuss the needs of their child prior to intake. 9. The school communicates the contact details for the support listed above to pupils with SEND and their families by: School prospectus School website - Parent information evenings Bucks Family Information Website The School s key contacts 10. The name and contact details of the school s SEN co-ordinator: Name: Mrs. V. Todd SENCO. Mrs L. Laker Head of Learning Support info@gms.bucks.sch.uk Tel: The contact for compliments, concerns or complaints from parents of pupils with SEND: We would always encourage parents to initially seek a meeting with their child s Form Tutor or

5 Director of Learning as they are often the best placed person to communicate with. However, if parents / carers require specialised information, they should contact the SENCO or Assistant Headteacher, Mrs. K. Lobo - info@gms.bucks.sch.uk Tel: The school s Complaints policy can be found here: The School s link to the Bucks Local Offer Information for the Local Offer for Buckinghamshire is available at The Bucks Local Offer provides information and advice on Special Education Needs & Disability provision, both inside and outside the Local Authority. If you wish to contact Buckinghamshire County Council about the Local Offer please call or familyinfo@buckscc.gov.uk