Brockington College Special Educational Needs and Disabilities (SEND) School Offer

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1 Brockington College Special Educational Needs and Disabilities (SEND) School Offer Assistant Principal Mrs S Lawrence BROCKINGTON COLLEGE

2 Brockington College Special Educational Needs and Disabilities (SEND) School Offer Regulation 3 Special Educational Needs and Disability (Information) Regulations (2014) School/College Name: Address: Telephone Number: Name of Head teacher/principal: Head teacher/principal s contact details: Website address: Twitter Feed details: Age Range of students (start and finish) to include Post 14 onwards where relevant): Brockington College Blaby Road Enderby Leicestershire LE19 4AQ O Mr Chris Southall admin@brockington.leics.sch.uk Twitter.com/brockingtoncoll Converting to August 2015 Date of Last Inspection: January 2014 Outcome of last inspection: Good Brockington College does not have a specialist designated unit. 1 P a g e

3 Brockington College is a successful Church of England mainstream academy dedicated to providing an inclusive education that maximises the potential of all students. The college through its distinctive Christian character is outstanding at meeting the needs of all learners Section 48 Report 2010 The college core values are: Compassion, Forgiveness, Justice, Koinonia Perseverance, Wisdom and Learning As an 11 to 14 school, OFSTED recognised the warm, welcoming ethos that reflects its commitment to inclusion, parent partnership, pupil participation and equal access to all areas of the curriculum. Brockington College is converting to in August The college motto 'Learning to live life to the full' is evident in both high pupil achievement and pupils enjoying a very positive wider educational experience. Brockington College is a state-of-the-art building fully accessible for pupils with physical and mobility difficulties. The Assistant Principal for Inclusion, Mrs. Sue Lawrence is the school SEN coordinator. Contact Details: sll@brockington.leics.sch.uk She leads the SEND team which has a range of expertise and skills. The team comprises: A SEN Teacher 2 Higher Level Teaching Assistants (HLTAs) A team of Teaching Assistants (TAs) A SEND Administrative Assistant The SEND team works in close collaboration with subject staff, the Pastoral Team, the college Health Coordinator, Sue Williamson, and the Attendance Improvement Officer (AIO), Marion Bullivant. 2 P a g e

4 The school offer is laid out in a question and answer format. P/C: Parent/Carer YP: Young person P/C: How do Brockington College staff know if children/young people need extra help and what should I do if I think my child may have special educational needs? YP: How do I tell the school if I need extra help? All our young people have access to a broad and balanced curriculum. Where pupils have significant needs a more personalised bespoke package may be required to enable them to make progress. All initial concerns from students, parents/carers and staff, are investigated and acted upon accordingly. Successful liaison with primary schools is essential to ensure that we are aware of any individual needs that a pupil may have. The college has strong relationships with partner schools and transition was said by pupils and parents to be very smooth. OFSTED 2014 Our liaison with primary schools and parents/carers includes: SEND team attendance at Year 6 Annual Reviews Attendance at pre-transfer meetings Parents/carers are welcome to contact/meet the SENCO to discuss any worries or concerns prior to transfer SEND team visits to all primary schools to facilitate transfer of information Additional school visits, as required Individualised enhanced transition programmes for a few pupils Small group taster sessions with pupils nominated by primary schools pretransfer SEND team attendance at Welcome Evening Post transfer SEND team open afternoons for parents/carers of Year 7 young people Our highly successful Brockington Books Scheme, runs from June to October, to encourage reluctant readers to have a go and enjoy specially selected books sent to them in the post. The support of renowned local author, Bali Rai, has been instrumental in the success of the project The Brockington College Assistant Principal is chair of the Brockington Family of Schools SEND meetings held 3 or 4 times every year. 3 P a g e

5 P/C: How do you identify children with special educational needs? YP: How will you work out with me what extra help I need? The SEND team consists of specially trained and experienced teachers and support staff who work with those young people who need extra help with their learning. We aim to ensure that young people follow the same curriculum as others in the year group, wherever possible. The SEND team is led by the Assistant Principal for Inclusion, Sue Lawrence, a member of the college Senior Leadership Team. She is responsible for: The college SEND Policy Co-ordinating SEND support staff to ensure that provision is targeted to those most in need Ensuring access to the curriculum is achieved in a safe and secure manner Including parents in any reviews that are carried out Involving young people in identifying their needs A multi-agency approach to identifying and meeting young people s needs Monitoring and tracking the progress of young people with special needs and disabilities Establishing, commissioning and reviewing interventions for young people when they are required Liaising with primary schools to ensure a smooth transfer from Year 6 to Year 7 Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs Ensuring the school environment is accessible and safe for young people arrangements to keep pupils safe are exemplary OFSTED 2014 We believe early identification of young people s needs and barriers to learning is vital. We identify young people who need extra help through consideration of: Primary School information including SATs and Teacher Assessments Results of whole school NGRT Reading tests (Digital Version) and the Vernon Graded Word Spelling Tests Baseline assessments in many subject areas On-going monitoring of progress at key assessment points Use of the Lucid Rapid Dyslexia Screening Tool where literacy concerns are raised Information provided by external agencies including Autism Outreach, Hearing & Visually Impaired Services and Occupational and Physiotherapists 4 P a g e

6 Information provided in Healthcare Plans For some of our most vulnerable young people more in-depth assessments or diagnosis of needs is required. We therefore work with a range of agencies including medical services, speech and language therapists, Autism Outreach, Specialist Teaching Services and the school Educational Psychologist. P/C: How will you support my child? YP: How will you help me? Provision at Brockington College is driven by young people s needs and a desire to ensure all young people are able to fulfil their potential. Provision may include: Differentiated (adapted) teaching by subject staff In-class support from one of our team of teaching assistants One to one or small group sessions during the school day to focus on particular areas of concern Small Group Intervention (SGI) to boost progress in key areas Nurture groups for vulnerable pupils Targeted sets in core subject areas Small Basic Skills groups in English working on basic phonics programmes and key skills Phonics programmes using the Ruth Miskin, Fresh Start programme Work on the Lexia reading intervention programme Invitation to join the Targeted Reading Club and after school reading sessions Invitation to join the Mathletics Club ASDAN courses for young people not progressing in MFL Short term targeted interventions on key themes such as Following Rules, Developing Patience and Stress-Busting Emotional Literacy work with our specially trained Emotional Literacy Teaching Assistant (ELSA) Allocation to a Living for Sport activity with the Sky Sports Teacher of the Year Work with the Youthbike project and Youth services Lunchtime and pre-school clubs Targeted use of adapted ICT and / or use of ipads to facilitate access and to enhance learning In addition, young people may access the wide range of opportunities provided by the school to enable them to Live life to the full. Examples include being a sports leader, masterclasses in Art and the opportunity to take part in school drama and music clubs. 5 P a g e

7 P/C: How do Brockington College staff know how effective arrangements and provision for children with special educational needs are? YP: How will you make sure you help me as best you can? Subject teachers and tutors monitor young people s progress regularly to identify pupils who are not making progress or who have needs which are affecting their ability to engage in learning activities. Initial identification will occur through concerns raised during the college assessment cycle and termly data tracking. Staff may raise concerns if young people: Have fallen behind expectations Or Are behind and not making sufficient progress to stay in line or catch up with expectations If concerns are identified, a young person s needs will be assessed. This may involve: Information, data and observations being considered Communication with staff, young person and parents The outcome of this assessment will then determine the appropriate intervention to support the needs of the young person. Departmental staff may instigate departmental interventions. Subject staff will be directed to the Additional Needs Record where strengths and weaknesses are shared and to the Brockington College Dictionary of Needs where specific needs and barriers to learning are identified and strategies for supporting young people are suggested. For those young people significantly behind their peers, their needs will be described in One Page Profiles. This will enable staff to listen to the views of students and to ensure they are fully involved in their support package. Profiles will be reviewed termly as part of the termly data analysis process. Support can be categorised as Wave 1: Universal support based on classroom support with differentiation provided by the subject teacher through quality first teaching. Wave 2 Identified intervention based on additional support through or small group provision Wave 3 Targeted and specialised support with specialist outside agency training or direct involvement 6 P a g e

8 The work of the SEND team and the progress of young people with SEND is scrutinised by the SEND governor who reports regularly to the principal and college governing body. The progress of all pupils, including those with special educational needs and disabilities, will be discussed with subject teachers at consultation evenings. SEND team staff are available at all these evenings and at open afternoons run by the SEND team. P/C: How will both you and I know how my child is doing and how will you help me to support my child s learning? YP: How will I know if I am meeting my goals? All subject teachers set targets for all young people. It is important for the young person to know what their individual target is and how he/she will be able to achieve it. Targets are monitored regularly and discussions then follow. Feedback both verbal and written will offer ways forward to support learning. Teachers regularly check that pupils know the levels that they are working at and what they will need to do to achieve a higher level OFSTED 2014 Assessment data is issued to parents/carers three times a year and parents/carers are encouraged to engage with staff to support learners throughout the year. Where young people are identified as needing SEN Support, a member of the SEND team will review progress, at each assessment point and involve pupils and parents/carers in identifying successes and future provision needs. Where young people have a statement of educational need or an Education and Health Care Plan (EHC plan) these are reviewed on an annual basis in line with statutory guidance for reviews. Advice is provided by the college, external agencies (where appropriate), the student and the parent/carer. Documentation is shared in advance and meetings held at a mutually agreed time. Summary advice is sent to the Local Authority, the parent/carer and the college. P/C: What is your approach to individual learning? YP: How will you support me to access education? We recognise that there is a continuum of special educational needs and we adopt a graduated response to ensure access to a broad and balanced curriculum for all of our students. Activities are planned well to help pupils to learn new skills or knowledge quickly and they make good gains in understanding 7 P a g e

9 Some teaching seen was truly inspiring OFSTED 2014 Subject staff will meet the full range of abilities through differentiated schemes of learning and tailored activities so that all pupils can achieve. Daily planning will take into account individual requirements as well as ensuring resources are appropriate to learners needs. Grouping arrangements are organised flexibly and based on identified needs e.g. by ability to maximize learning opportunities for all. Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. One Page Profiles and provision of the Brockington College Dictionary of Needs support staff to meet young people needs and ensure they have access to the curriculum. In addition, all staff benefit from annual training regarding special educational needs and disabilities. The SEND team provides regular updates regarding changing needs and concerns. When required, specialist nurses and agencies (Diabetes, Autism Outreach, Speech and Language, ADHD Solutions, visual impairment team, specialist teaching service, CAMHS etc.) are able to provide advice and strategies for teaching pupils with SEND and medical conditions. A number of both teaching and support staff have been trained in the administration of epi-pens. Diabetes information and training is also available, as and when it is necessary. P/C: How will the curriculum be matched to my child s/young person s needs? YP: How will I be supported to plan for my learning needs and who will explain it and help me? The curriculum at Brockington College is designed to ensure all young people have access to a broad and balanced curriculum. The curriculum strongly supports the personal and social development of pupils. It is varied and interesting OFSTED 2014 Grouping arrangements are flexible. Some young people will require a personalised package of support. Often this can be met within college with access to programmes such as ASDAN, Youthbike and the Be Your Best mentoring course However, for others support is provided by South Leicestershire s Behaviour Partnership. This allows pupils to access external providers for their educational needs, achieving vocational qualifications to support their English and maths. 8 P a g e

10 P/C: How is the decision made about the type and how much support my child will receive? YP: What if I need extra help? Where a young person has a Statement of Special Educational Needs or an EHC plan the level of support that the pupil is thought to need and how to use that support will be included in the Statement/EHC plan. For pupils who do not have a Statement or EHC plan their level of need/support will be decided after initial assessments and data analysis. Individual progress will be discussed by subject teachers at consultation evenings. If progress is less than we would have expected then further interventions would be discussed. The effectiveness of the support already in place is also reviewed regularly. Requests for further support would usually be made to the SENCO by the subject teacher. Support can be categorized as 1. Wave 1: universal support based on classroom support with differentiation provided by the subject teacher through quality first teaching 2. Wave 2: identified intervention based on additional support through or small group intervention 3. Wave 3: targeted and specialized support with specialist agency training or direct involvement For a young person, who despite receiving Wave 2 support for a significant length of time, is not making adequate or expected progress then it may be necessary to seek advice from an external agency. This would usually be either the Educational Psychologist or Special Needs Teaching Service. Advice would then be acted upon in school. These young people would be identified as in need of SEN Support and would be given the opportunity to create a One Page Pupil Profile to share with members of staff who teach them. P/C: How will my child be included in activities outside the classroom including trips? YP: How will you help me to be included in school activities? All young people have access to the curriculum and all aspects of school life including extra-curricular activities where they are encouraged to: Learn to Live Life to the Full The college provides a wide range of extra-curricular activities as detailed in the termly Enrichment booklet available on the website. These include: sporting activities, musical activities, drama, chess club, film club and the provision of homework clubs to name just a few. 9 P a g e

11 Young people have access to a range of residential and day trips that are risk assessed with the companies involved in order to ensure activities are accessible. The school regularly runs a wide variety of trips including an Art trip to a European centre of culture, Year 9s have the opportunity to take part in a ski trip and the school has links with a school in Kenya, through our charity, Kash4Kenya. Not only does the college raise money, but visits are made where work is done to provide classrooms and equipment in Kenyan schools P/C: How will you help to develop my child s emotional and social development? YP: How can I get help? Pupils at Brockington College are assigned to a tutor group and a tutor with whom, in the majority of cases, they remain with for the duration of their time at the college. The pupil s tutor is the first point of contact for pupils and parents/carers for any pastoral concern. Each year group has a Head of Year and a dedicated Pastoral Manager to support the needs of the young people in the year. The college runs a PALS scheme with Pupils Available to Listen supporting the transition of Year 6 pupils to the college. The college also has a designated person responsible for first aid, the school Health Coordinator. Liaison with pupils with regards to medical conditions is direct with her or the Assistant Principal for Inclusion. In line with DFE guidance, medication is only administered by trained individuals. Procedures followed in college are in line with this new guidance. The college has EVAC trained personnel and a risk assessment is always undertaken to ensure safety of movement for young people with temporary or long term mobility difficulties around the college. Where appropriate, an Individual Healthcare Plan is agreed between the parents, college and medical professionals. Staff are informed about students with existing or newly diagnosed medical conditions. Additional training for staff or first aiders is arranged via the School Nurse or Specialist Nurse Practitioners. In the event of a medical emergency, the member of staff is instructed to make an initial assessment and to contact a first aider. The first aider will make the decision regarding treatment on the spot, or whether to call for an ambulance. A member of the Senior Leadership Team will be informed if the latter is required. In the event of a serious incident, an ambulance is called immediately as well as the adult who is the emergency contact for the child. There are regular visits from the School Nurse who offers appointments, drop in sessions and a local texting service. In addition, support and guidance is available 10 P a g e

12 from Educational Psychologists, CAMHS, Social Care, Youth Offending, and Special Education Needs Information and Advice Service (SENDIAS). The school offers a Counselling service run in conjunction with South Leicestershire College. In addition, mentoring is provided by tutors, dedicated staff and keyworkers and by the Emotional Literacy Support Assistant (ELSA). Staff monitor pupils whose circumstances might make them vulnerable very closely Pastoral staff respond very quickly if there are concerns, and there is excellent on-going contact with families to try to anticipate difficulties that pupils might have so that they are helped to cope in College OFSTED 2014 The school has developed close links with Supporting Leicestershire Families and works in partnership with other organisations to ensure families are fully supported. The college has high expectations of attendance and punctuality. Our Attendance Improvement Officer works closely with young people and families to improve attendance in a wide variety of innovative and supportive ways The school runs a number of nurture groups to support our most vulnerable young people and to help improve their self-esteem, confidence and independence. These provisions are by invitation/agreement only. Food N Fun & Skills 4 Life cooking programmes Living for Sport projects 1:1 sessions with mentors or school ELSA A Place to Grow gardening project The Pitstop lunch club Breakfast club Learning Support Sessions Oasis Club run afterschool by the Youth Service Wednesday Girl s group run by the Youth Service Young people views are valued, there is an active Student Voice System with concerns being shared and addressed with the school Senior Leadership Team on a regular basis. All new staff appointments are interviewed by a student panel. There are a range of opportunities for young people to take on roles of responsibility for example office duty, environmental duties, Sports Leaders, House Captains, and Book Ambassadors. A variety of strategies are used to support and modify inappropriate behaviour; 11 P a g e

13 using school sanctions and rewards systems in line with the college Behaviour for Learning Policy. In addition, support from external agencies such as the Behaviour Partnership or Educational Psychologist to gain additional advice can be called upon. P/C: How will I be able to raise any concerns I may have? YP: What can I do if I am worried about something? The form tutor is the first point of contact for all students and parents/carers. Some specialised issues may be referred to the pastoral team or an appropriate person (or keyworker) within the SEND team. All students and parents/carers also have access to an on-line Voice It Service where they can express concerns regarding their well-being or that of others. This is monitored daily by the Pastoral team and all referrals are acted upon. Feedback from the service is provided in the monthly school bulletins. The Assistant Principal for Inclusion/SENCo can be contacted in a number of ways: by sll@brockington.leics.sch.uk by phone: in writing to Brockington College Blaby Road Enderby Leicestershire LE19 4AQ P/C: What specialist support and expertise are available at or accessed by the school? What training have staff supporting SEND pupils had or what training are they having? YP: What staff are there in the school with special training to help young people who need extra help? The college has an ongoing training programme in place to ensure that teachers and support staff have appropriate skills, knowledge and resources in areas that will improve their teaching and support of children with SEND. Recent training has included; Differentiation and Quality First Teaching training for staff new to Teaching Assistant Role as well as ADHD, dyslexia, Autism, Mental Health Awareness and attachment training. The SEND team has a range of expertise and recent training has included Moving and Handling training, Epi-pen training, ADHD training, the teaching of reading, Ruth Miskin Fresh Start training, Catch up Numeracy training and sessions on the changes to SEND. All Teaching Assistants are allocated a monthly timetabled session for 12 P a g e

14 professional development. There are occasions where a pupil will come to the college with needs that have not been met previously. On these occasions we would liaise closely with the pupil s previous school, parents/carers, and the pupil themselves and any appropriate external agencies to ensure a smooth transition to college life. The Assistant Principal for Inclusion has delivered training for staff in the Learning South Leicestershire area and she leads the local SENCo and Brockington Family of school groups. She keeps abreast of current local and national policy and initiatives through regular participation in webinars, by attending SENCOnet meetings and SEND briefings within the county and through the college membership of NASEN. P/C: YP: What other support services are there who might help and provide me with information and advice? Other agencies that the college may work with are: Educational Psychology Service Specialist Teaching Service Speech and Language Service Autism Outreach Voluntary organisations such as ADHD Solutions and Meningitis Trust Visually Impaired Pupil service (VIS) Hearing Impaired Pupil service (HIS) Child and Adult Mental Health Service (CAMHS) School Nurse Attendance Improvement Officer Social Care Youth Offending Team Occupational Therapist Physiotherapists Supporting Leicestershire Families South Leicestershire Behaviour Partnership Youth Service P/C and YP: How accessible is the setting both indoors and outdoors? On arrival at the college there are easily identifiable disabled parking bays. Brockington College is a multi-storey building with access to the second and third floor via two lifts with braille control buttons. For Health and Safety reasons the school lifts are not available in the event of a fire so the school has a number of EVAC chairs and a number of staff trained to support pupils with mobility issues in the event of an emergency evacuation of the building. 13 P a g e

15 In order to support pupils with visual difficulties, the school commissioned a VISTA survey. As a result of this there have been a series of modifications to lighting levels, the installation of a rumble strip by the main hall and corridor columns are being decorated by pupils to increase their visibility. The college has a number of easily accessible disabled toilets with handrails. There is a fully accessible medical room with provision for lockable storage of medication and confidential documentation. When appropriate, the college seeks advice from the VI service, occupational or physiotherapist or HI team to assess what alterations or adaptions we need to make to support young people. There is a height adjustable table available in each curriculum area and low level facilities in Science and Design. P/C: How will my child s views be listened to? YP: How will my views be listened to? Pupils with statements, EHC plans and those on the Additional Needs Record identified as requiring SEN Support are involved in their learning and their views are considered. Their One Page Profiles will be reviewed termly and young people given the opportunity to inform staff how they prefer to be supported. During these structured conversations current provision can be evaluated and modified, where appropriate. This information will then be added to SEN Support Plans and shared with the pupil, parents/carers and staff to enable the most effective support strategies to be put in place. When external agencies are required to work with pupils, pupils are informed about what the agency is and how best they may look to help them. P/C: What should I do if I have a complaint? YP: What should I do if I am unhappy about the support I am receiving? In the first instance, as with any concern parents/carers should contact the form tutor. If there is a more specialised concern then the Assistant Principal for Inclusion/SENCO should be contacted and a meeting set up to discuss concerns further. We work in collaboration with parents/carers in many ways, and are always looking for opportunities to strengthen links with the home. These currently include: Consultation Evenings and consultations focused on progress, targets, 14 P a g e

16 support and information sharing. Communication through student planners between parents and teachers, on an ongoing basis. Website updates and communications Regular communications home Phone calls and meetings as appropriate to share information and discuss issues. Half termly Parent Forum an open network for parents to meet with the college senior leadership team, find out information and provide extra feedback. If parents/carers are still not satisfied, the complaints procedure is clearly laid out in the complaints policy available from the college. P/C: Who else has a role in my child s education? YP: Who else might help me with my learning? The college works in partnership with a range of organisations who may have a role in a young person s education and will help with learning. These will range from medical support and Health Care Plans, to work with external providers where pupils are struggling to make progress despite intensive support. By appointment, young people in Year 9 will have access to the Prospects Career Service to help them with their future choices and options. For some young people their learning will be supported by a voluntary organisation with support sessions being arranged by school or parents. Some young people are for example supported by Dyslexia Action, others by ADHD Solutions. Where required, parents/carers can seek support from the Parent Partnership Service now known as SENDIAS. All services will be accessed on a needs led basis and may in some circumstances lead to a Multi-Agency approach and/or a Team Around the Family Meeting P/C and YP: What other support services are there who might help me and provide me with information and advice? Information and support for families can be accessed in the first instance by using the college website or contacting the college directly. The new SEND code of practice is available for downloading at 15 P a g e

17 A Brockington College leaflet to explain the SEND changes is available on the college website. P/C and YP: Where can I find the local authority s Local Offer? From September 2014 Leicestershire Local Authority will publish a Local Offer. This has two key purposes: 1. To provide clear, comprehensive and accessible information about the available provision and how to access it. 2. To make provision more responsive to local needs and aspirations by directly involving children with disabilities and those with SEN and their parents and service providers in its development and review. Up to date information about Leicestershire s Local Educational Authorities Local Offer can be found at the following web address P/C: How will the setting prepare and support my child to join or transfer to a new setting or to the next stage of education and life? YP: What help is there to help to me get ready to start at my next setting/school/college? We work very closely with our feeder primary schools to ensure a smooth transition. This includes: SEND team attendance at Year 6 Annual Reviews Attendance at pre-transfer meetings Parents / carers are also welcome to contact /meet the SENCO to discuss any worries or concerns prior to transfer. SEND team visits to all primary schools to facilitate transfer of information Additional school visits, as required Individualised enhanced transition programmes for a few pupils Small group taster sessions with pupils nominated by primary schools pretransfer SEND team attendance at Welcome Evening Post transfer SEND team open afternoons for parents & carers of Year 7 young people Our highly successful Brockington Books Scheme, run from June to October, to encourage reluctant readers to have a go and enjoy specially selected books sent to them in the post. The support of renowned local author, Bali Rai, has been instrumental in the success of the project. Completion of a Moving on Up booklet and transition materials 16 P a g e

18 For those pupils who have a Statement of Special Educational Needs/EHC plan a more formal transition review takes place. Any outside agencies who are involved with the pupil will be invited to attend. An individual transition plan will then be written. For young people transferring to another school transition systems are in place to ensure resources and provisions are available to the young person on transfer. Where required, visits will be arranged. Information is shared on transfer so that receiving staff are fully informed regarding how best to meet a pupil s needs. From August 2015, Brockington College will be an school. Mrs. S Lawrence 17 P a g e