MORTIMER COMMUNITY COLLEGE. Special Educational Needs Information Report

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Constance Burns
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1 MORTIMER COMMUNITY COLLEGE Special Educational Needs Information Report At Mortimer Community College we strive to support all students to ensure they realise their full potential. In order to achieve this, many steps are taken to support them through their learning journey. For some students there are occasions when further additional support may be needed to help them achieve their targets. Mr L. Brady is the Special Educational Needs Co-Ordinator. The SEND team consists of one Higher Level Teaching Assistant and four Learning Support Assistants. All Learning Support Assistants provide a range of support including 1:1 literacy/numeracy intervention and in class support. Mrs Ali is our Ethnic Minority Achievement Grant (EMAG) teacher who provides support for young people whose first language is not English. Mrs J. Olroyd is the SEN Link Governor The following table provides a glossary of abbreviated current SEND terms: ADD ADHD ASD SEMH CAF COP CP CYPS DCD EAL EHCP EP EPS EPT EWO FSM HI LAC MLD OT PEP SEND SpLD VI Attention Deficit Disorder Attention Deficit and Hyperactivity Disorder Autistic Spectrum Disorder Social Emotional and Mental Health Common Assessment Framework Code of Practice Child protection Children and Young People s Services Developmental Co-ordination Disorder English as an Additional Language Education, Health and Care Plan Educational Psychologist Educational Psychology Service Educational Psychology Teacher Educational Welfare Officer Free School Meals Hearing Impairment Looked After Child Moderate Learning Difficulty Occupational Therapist Personal Education Plan Special Educational Needs and Disability Specific Learning Difficulty Visual Impairment

For some students there are occasions when further additional support may be needed to help them achieve their targets. Mr L. Brady is the Special Educational Needs Co-Ordinator.

2 The following questions and answers provide a picture of current SEND Provision at Mortimer Community College. How does Mortimer Community College know if a student requires extra help? We know when a student requires help if: Concerns are raised by parents/carers, teachers or the student Limited progress is being made/students are not on track to make three levels of progress There is a change in the pupil s behaviour Who should I contact if I think my son/daughter may have special educational needs? The subject teacher is the initial point of contact when responding to parental concerns The Special Educational Needs Co-ordinator (SENCO), Mr Brady can also be contacted when a concern has been raised How will I know how Mortimer Community College will support my son/daughter? Each student s provision will be planned by the subject teacher. It will be differentiated to suit the student s individual needs. This may include additional general support by the teacher or Learning Support Assistant in class. If a student has more specific needs related to literacy and numeracy the student will complete a six week session of 1:1 work with a Learning Support Assistant or the SENCO. The intervention will be reviewed at the end of this period to measure its effectiveness. Parents /Students will be asked for their views at the end of the intervention. A student may need more expert support from an outside agency. The school or parent can make a referral. The school will support the practitioners in relation to allocation of rooms etc. How will the curriculum be matched to my son/daughter s needs? Work will be differentiated by the subject teacher to enable them to access the curriculum. A Learning Support Assistant may be allocated to work with the student in a 1:1 or small target group. Mortimer Community College offers a range of extra-curricular activities including, sport, drama, music and a break/lunch time club. How will I know if my child is making progress? Parents can discuss their child s progress at Target Setting or Target Review day An appointment can be made through the school office if you wish to speak in more detail with the subject teacher and/or SENCO. Mr Brady is available on Wednesdays to meet with parents and professionals

is a change in the pupil s behaviour Who should I contact if I think my son/daughter may have special educational needs?

3 Students who have educational provision additional to, or different from the support in class, will have regular meetings with the SENCO and other professionals involved such as the Educational Psychologist If a student has a Common Assessment Framework (CAF), meetings are held every eight weeks or more often depending on need and circumstances How can I help to support my son/daughter s learning? The subject teacher may suggest ways of how your son/daughter can be supported The SENCO can support you and suggest strategies If outside agencies such as the Educational Psychological Service have been involved; they often provide recommendations for both home and school The school has provided workshops in the past to encourage parents to read on a regular basis with their children What support will there be for my son/daughter s overall well-being? Pastoral and emotional support is provided through: Transition programmes for all students entering Year 7 The SENCO and Community Leaders attend transition meetings at the end of year six to ensure that information for students with SEND is recorded and disseminated to all staff A Vertical Community system operates within Mortimer Community College. Each Community is assigned two Community Leaders who monitor the progress, attainment and well- being of every student in Mortimer Community College A lunchtime and break time club is available for students who find unstructured time a challenge Well-being meetings are held on a weekly basis to discuss individual students Students with Medical Needs If a student has a medical need than a Care Plan is compiled by the School Nurse in consultation with the parents/carers The college has staff trained in First Aid and Mental Health What specialist services and expertise are available to the school? Educational Psychologist Educational Psychology Teacher Social Services Speech and Language Service Children and Young People s Service Family Support Service CAAT Team (advice and support with (CAFS) LAC Service Hearing Impairment Service

4 Developmental and Co-ordination Disorder Clinic Children and Young Peoples Well-Being Panel An Educational Psychologist is allocated to each school. She works directly with students whose needs are varied and who have not responded to interventions. The Educational Psychologist will meet with parents first and feedback after assessing the student. The EP will offer advice to the school and to parents/carers on how best to support the student. What training has the staff supporting students with SEND had? All teachers and LSAs have access to mini guides on ASD, ADHD and other SEND categories The SENCO disseminates advice from the EP Service to all concerned staff All LSAs have had training in the Accelerated Reading Programme All LSA s have training in 1:1 literacy/numeracy intervention How will students be included in activities outside the classroom including school trips? Activities and school trips are available to all students Risk assessments are carried out and procedures are put in place to enable students to participate If deemed necessary an LSA can be used for 1:1 support for an individual student depending on their level of need How accessible is the school environment The school has two lifts to enable wheelchair users to move freely around the building There are several disabled toilets Corridors in the new building are wide and spacious The main entrance is wheelchair friendly How are the school s resources allocated and matched to children s special educational needs? The SEN budget is allocated yearly. The funding is used to provide additional support or resources dependant on an individual s needs. Pupil premium was introduced in 2011 it is allocated to schools for pupils who have been registered for free school meals (FSM) and at any point in the last six years. Schools also receive funding for Looked after Children. The school can apply to the Local Authority for Top-Up funding for a pupil if they have a high level of need. This is a payment made if costs exceed the budget allocation for pupils. The SENCO is allocated a small budget for resources/materials During KS4 examinations SEND pupils may qualify for extra time, the use of a scribe, a reader etc

The EP will offer advice to the school and to parents/carers on how best to support the student. What training has the staff supporting students with SEND had?

5 How is the decision made about how much support my son/daughter will receive? These decisions are made in consultation with the SENCO and class teacher. The decisions are informed by the level of need, advice from outside agency recommendations and termly tracking of pupil progress. How will I be involved in discussions about planning for my son/daughter s education? All parents are encouraged to contribute to their child s education, this may be through:- o Discussions with the class teacher o Parent Evenings o Discussions and meetings with Mr Brady (SENCO) and other professionals o Parents are encouraged to contribute/ and or comment on their child s progress Who can I contact for further information? If you wish to discuss your son/daughter s educational needs or are unhappy about something regarding their education, please contact the school office to arrange a meeting with the Head Teacher, subject teacher or the SENCo, Mr L. Brady. 22 September 2014 Ref: LBr/pp The link below will take you to South Tyneside s local offer which maps provision within this area;

How will I be involved in discussions about planning for my son/daughter s education?

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

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 special