School SEN Information Report President Kennedy School CLICK HERE TO CONTINUE
We are a fully inclusive mainstream school and we strive to ensure that all students achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure we support all of our students, including those with Special Educational Needs and Disabilities (SEND), in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for the individual students. CLICK HERE FOR MAIN MENU
Main Menu Click on a link to be taken to a list of frequently asked questions SEND Provision at President Kennedy My Child s Progress SEN Information at school Partnerships between parents/carers, students and school Further SEN services in school
SEND Provision at President Kennedy Do students with SEN come to President Kennedy? What kinds of SEN does the school make provision for? How does the school know if a student has SEN? How will I know if my child is receiving SEN support? How do teachers help students with SEN? Is there any extra support to help students with SEN in their learning? How will I know if my child is getting extra support? Are there before and after school activities for students with SEN? How does school support social and emotional development? RETURN TO MAIN MENU
My Child s Progress How will I know that my child is making progress? How will I be involved in reviewing my child s progress? How will you help my child move to the next year group, or make any other transition? Who do I contact if I am not happy with my child s progress? RETURN TO MAIN MENU
SEN Information at school Where can I find information about the school s SEN policy, or other policies? How has school made the building and site safe and welcoming for students with SEN? Who do I contact if I want to find out more about SEN support? How are staff at school helped to work with students with SEN and what training do they have? RETURN TO MAIN MENU
Partnerships between parents/carers, students and school How will I be involved in planning for and supporting my child? How can I support my child at home? How will my child be involved in their own learning and in decisions about their education? RETURN TO MAIN MENU
Further SEN services in school Where can I find out about other services for my child? Who else provides services in school for students with SEN? How can my family get support from these services? Who can I contact to find out about other support for students with SEN and their families? What happens if my child needs specialist SEN equipment or other facilities? RETURN TO MAIN MENU
Do students with SEN come to President Kennedy? We are a mainstream school and the majority of our students are expected to reach the education standards for their age. All students are expected to make Outstanding progress by achieving the aspirational targets that we set for them. A small number of our students have special educational needs.
What kinds of SEN does the school make provision for? Students with SEN in our school may have difficulties with: Communication and interaction Cognition and learning Social, emotional and mental health Sensory difficulties with sight or hearing, or physical difficulties On the President Kennedy School site, there is a specialist Enhanced Resource Base for Speech and Language Needs - this provision is only open to those students with such provision named in their Statement of SEN or Education Health and Care Plan.
How does the school know if a student has SEN? Page 1 of 2 Some students will transfer from their primary school with a Statement of SEN or an Education Health and Care Plan, or will be on the SEN register. Other students may be identified as having SEN while at President Kennedy School. A child or young person "has SEN where their learning difficulty or disability calls for...provision different from or additional to that normally available to pupils of the same age" (SEN Code of Practice, Page 83, Section 6.15). "A child of compulsory school age has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions" (SEN Code of Practice, Page 4, Section xiv). Go to page 2
How does the school know if a student has SEN? Page 2 of 2 We identify students as having SEN when: they have a Statement of SEN or an Education Health and Care Plan; their academic attainment falls significantly below the average range for their age group; they have an identified or diagnosed difficulty which affects their learning; they have consistently failed to make progress and the cause of this cannot be attributed to any other external factor. Our college teams and teaching staff closely monitor the progress made by all students. Mainstream departments and colleges plan interventions to address detected underperformance. Where concerns regarding progress persist, staff approach the SENCo and Inclusion Team for advice. The SENCO may offer advice to an individual teacher or to a department. Where a teacher is raising concerns about an individual student, it may be appropriate to seek the views of all staff who work with that student, in order to see if a more widespread response is needed. If a difficulty persists, a more formal assessment may be needed in order to determine the appropriate course of action. This may involve referrals to specialist staff or services. As a result of such an assessment, it may be determined that the student experiences an SEN.
How will I know if my child is receiving SEN support? If a student is identified as having SEN, the school will contact parents/carers, and other relevant parties where appropriate, in writing. An invitation will be made to come into school to discuss how all parties, including the student, can work together to ensure that progress is being made. Notes of such planning and any actions will be circulated to all parties, including those not involved in the meeting but working with the student. The plan will be regularly reviewed by all parties. Where desired outcomes are achieved, leading to sustained progress by the student, it may be appropriate to consider that the student no longer experiences SEN. In such cases, all relevant parties will be informed in writing of the decision to remove the student from the SEN register.
How do teachers help students with SEN? Mainstream teachers have high aspirations and expectations of all students in their class, and deliver high quality specialist teaching in the classroom. They are aware of the targets for all students, including those with SEND, and adapt their teaching in order to ensure that all students make progress to achieve their individual target. All teaching is based on building on what the student already knows, can do and can understand. As well as planning their own teaching, including different methodologies, the teacher may also make use of specific strategies suggested by the SENCo or other specialist staff. Throughout the school year, there are regular opportunities to meet with school staff about aspects of the curriculum, for example Parent Consultation Day, targeted Parents' Evenings and Showcase events. You can also contact subject or college staff directly. Contact details for the school are available here. Information about the curriculum is also available here.
Is there any extra support to help students with SEN in their learning? Where there is a lack of progress, additional support may be needed. Any support provided will always be considered in the light of the type of need, the purpose of the support and expected outcomes. Students with SEN might be supported in any of the following ways: Individual or small group work (which may take place before or after school); A specialist class or group; In-class support from a Teaching Assistant or Associate Teacher; Technological support; Access Arrangements for examinations, based on need, history of need, and whether it is the student's usual way of working; Intervention from external agencies. Where completion of homework is an issue, the student can attend a homework club.
How will I know if my child is getting extra support? Parents will receive notification that their child is receiving additional support.
Are there before and after school activities for students with SEN? There is a wide range of extra curricular activities offered across the school all of which are open to all students. The school is also a community facility, and details of community sports and leisure activities can be found here. The Student Support Centre hosts a Breakfast Club which is open and accessible to all students and is free of charge. For some students with SEN, there is also provision at break and lunch times in the Student Support Centre.
How does school support social and emotional development? The school has a pastoral and mentoring programme in place. There are nonteaching Pastoral Managers in each college who are free to focus on the needs of their students. Learning Mentors in Years 8-14 and the Teaching Assistant team in Year 7 may also provide mentoring or put in place specific interventions for individuals or groups, where a need is identified. For students with a diagnosis of Autism, we run transition groups in Year 7 and then continue to monitor these students throughout their time in school, intervening when necessary. If appropriate, the advice and support of outside agencies can be sought. The school works with: Communication and Interaction (inc. Autism) Support Service; (link to Autism Support only) Learning and Well-being Support Service - Primary Transition Team; and can support or may suggest referrals, where appropriate, to: School Nursing Service; Reach; Integrated Primary Mental Health Team; Compass Aspire; CAMHS. The school also commissions support from Relate - Time For You to provide bereavement counselling in school.
How will I know that my child is making progress? The progress of all students, including those with SEN, is monitored, assessed and reviewed regularly through academic data captures. Parents receive a copy of the student s latest data in line with the data capture cycle. A student may have targets other than academic performance, and these will also be regularly monitored, assessed and reviewed. Academic and other progress may be reviewed at intervals including, but not limited to, weekly, termly and annually.
How will I be involved in reviewing my child s progress? Any student with SEN will have their progress reviewed at least three times a year. A member of the college or Inclusion Team will arrange to meet the parent and the student to discuss their progress. Where an external agency has been working with the student, this specialist may be invited to contribute to the meeting. A student who holds a Statement of SEN or and Education Health and Care Plan will have an Annual Review meeting involving the SENCo, parent and student, as well as any other relevant parties. Parents are able to invite someone to accompany them to any of these meetings, including a representative from the Special Educational Needs and Disabilities Information Advice and Support Service (Tel: 02476 695627). Annual Review paperwork is sent to parents prior to the meeting to enable them to prepare in advance of the meeting.
How will you help my child move to the next year group, or make any other transition? Year 7 students are part of The Bridge, and further information about The Bridge can be found here. We work with Primary school colleagues to ensure we know about your child's needs and are able to make arrangements before they start at the school. All students take part in the transition day during Year 6 and, where appropriate, we also organise additional transition work. The Bridge also offer Holiday School opportunities during school holidays for students in Year 5 and 6 which enable the students to get to know the school and some of the staff. When moving between Year groups in school, College teams liaise to pass on information and knowledge about students. Enhanced transition opportunities can also be put in place where appropriate to ensure that students feel comfortable and prepared for their transitions. President Kennedy has an in-house careers team who work with students to prepare them for education or training post 16. All students are worked with to investigate, decide on and apply for suitable placements. Where appropriate, they work closely with key, identified students to support the transition, for example by visiting placements with the student and/or their family.
Who do I contact if I am not happy with my child s progress? In the first instance, you should contact your child's College Leader or another member of the College team. You might also contact the SENCo. The school has a policy on dealing with unresolved issues: further information can be found here.
Where can I find information about the school s SEN policy, or other policies? Our SEN Policy will give you information about how we seek to ensure students with SEN make progress in line with their peers. The policy, and our Equality Policy, are available to view here.
How has school made the building and site safe and welcoming for students with SEN? The school is spread across ten blocks, nine of which are 2-storey (and in one of these both storeys are only accessible via staircases). There are no lifts, and so upstairs areas are not accessible to wheelchair users. The PE changing rooms for girls are located on the first floor. There are small lips at the entrance into each block. The main entrance to the school has a ramp for wheelchair access. A disabled-access toilet is available in Block 5, The Bridge. Ground-floor classrooms are available for teaching, including Design and Technology rooms, Art rooms, ICT facilities and a Science laboratory. Where needed, a fully ground-floor timetable can be implemented. To improve access for visually impaired students, potential trip hazards have been identified and painted yellow. Some students require a supervised quiet area for breaks and lunch times. This is offered through the Student Support Centre.
Who do I contact if I want to find out more about SEN support? The Special Educational Needs Coordinator is Mr Michael Gedrim. Tel: 024 7666 1416 ext: 239 gedrim@pks.coventry.sch.uk If your child does not attend President Kennedy and you are thinking about sending them to the school, you should contact the Head Teacher s Personal Assistant, Hayley Goodwin for information or to speak about visiting the school. Tel: 024 7666 1416 ext: 251 goodwin@pks.coventry.sch.uk
How are staff at school helped to work with students with SEN and what training do they have? Page 1 of 2 Continuing professional development in regards to SEN is accessible to teaching staff which allows them to build on their teacher training experience. Mainstream teachers also receive information about the special educational needs of the students in their classes. Teaching Assistants and Learning Mentors are provided with a comprehensive training programme which covers a variety of SEN. Go to page 2
How are staff at school helped to work with students with SEN and what training do they have? Page 2 of 2 The expertise of outside agencies is also sought when appropriate to deliver training to specific groups of staff in regard to specific students or types of SEN. Training and advice is available from: Communication and Interaction (inc. Autism) Support Service (link to Autism support only). Sensory and Physical Support Service Educational Psychology Service Speech and Language Therapy School Nursing Service Integrated Primary Mental Health Service Within the staff teams who can support students with SEN, a number of teachers and TAs have specialist skills and qualifications. The staff within the Speech and Language Enhanced Resource Base are highly skilled and specialised at meeting the needs of students with a Specific Language Impairment.
How will I be involved in planning for and supporting my child? There are regular opportunities for you to be involved in the planning of and support for your child s learning. These include: Transition Evening for students in Year 6 transferring to President Kennedy; Parents Evenings and Consultation Days for all students in a college/the school; Targeted Parents Evenings for particular groups of students or a subject (e.g. Year 10 Mathematics); Summer transition visit with parents; Review and planning meetings.
How can I support my child at home? Staff will be able to discuss with you what you can do at home to help support your child. President Kennedy School is also able to offer to parents: Guidance on study techniques for specific groups (such as Fresh Start literacy, Key Stage 4 English and Mathematics, etc); Positive Parenting support; Cygnets Group (for parents of students with Autism).
How will my child be involved in their own learning and in decisions about their education? Students are involved in Parents Evenings and Consultation Day appointments. Wherever appropriate, they are also involved in planning and review meetings, including Annual Reviews of Statements/Education Health and Care Plans. Regular college reviews and learning walks make use of student voice. The SENCo also undertakes planned student voice activities to ascertain the views of students about their education.
Where can I find out about other services for my child? Local authorities publish information in their Local Offer. The Local Offer is available from Coventry City Council or Warwickshire County Council s websites (as applicable): Coventry City Council Warwickshire County Council
Who else provides services in school for students with SEN? Page 1 of 3 The school seeks to ensure that all students make required or better progress and makes provision within the staffing to do this as far as is possible. It may be necessary to secure support from outside agencies. The governing body procures services from particular agencies. Other services are universally available, in particular those provided by the NHS. Go to page 2
Who else provides services in school for students with SEN? Page 2 of 3 The school s Service Level Agreements and contracts cover the following agencies: Communication and Interaction (inc. Autism) Support Service (link for Autism only) Educational Psychology Service Sensory and Physical Support Service Time for You Go to page 3
Who else provides services in school for students with SEN? Page 3 of 3 The following are universal services routinely used by the school: Speech and Language Therapy Integrated Children s Service Autism Team Child and Adolescent Mental Health Service Integrated Primary Mental Health Service Reach Compass Occupational Therapy
How can my family get support from these services? Your child s college team or the SENCo can advise whether your child meets the criteria for support from a service, and whether such support is appropriate.
Who can I contact to find out about other support for students with SEN and their families? Within school, further information about other support for parents can be sought from the relevant college team, the SENCo, or from the school s Family Support Workers Karen Morse & Vicky Read. Tel: 02476 661416 ext:220 Specialist advice is available from the Special Educational Needs and Disabilities Information Advice and Support Service - Tel: 02476 695627
What happens if my child needs specialist SEN equipment or other facilities? Where a student requires additional technology or equipment, and it is a reasonable adjustment to do so, the school will secure them. The school can be supported in this regard by the Coventry Access Technology Service and, in case of a student with a Hearing or Visual Impairment, the Sensory Support Service. Additional equipment previously or currently secured by the school includes: Alphasmarts or other word-processing technology; Writing slopes; Coloured overlays and reading rulers; A sound field; Accessible toilet.