SEND policy and information report

Wheatley Park School

                    https://lh4.googleusercontent.com/zafzMz5dbgvWKV0uB5D37PVb3t2EW4iq5NI3NJgp_LoMHcKYqYQo-F8X-i85f-lOHWHPD4p_fqnoahGxvgZjzWRIlXhsqym6ViF-V93h1B_WPTUYh4GdRJo5iTf5Czz5KAaJNw78

Approved by:

Ruth Jervis (SEND Governor)

Date:  November 2018

Last reviewed on:

November 2018

Next review due by:

November 2019


Contents

1. Aims and Vision        3 - 4

2. Legislation and guidance        5

3. Definitions        5

4. Roles and responsibilities 5-6        

5. SEND information report        7-13

6. Monitoring arrangements        13

7. Links with other policies and documents        13

…………………………………………………………………………………………………………………………….


1. Aims and Vision

Our SEND policy and information report aims to:

At Wheatley Park School in Oxfordshire we aim to be an Inclusive school that serves our communities needs effectively. We believe in quality first teaching for all learners and promote the value of every stakeholder in supporting young people to achieve.

We are developing our programme of support with a large emphasis on sharing and disseminating information about learners through distributed leadership across the school and effective partnerships with parents.

We know that every child is different and constantly changing and  want to focus on each individual's progress in their learning. In teams, we have developed our communication systems to ensure teachers and support staff have the information that they need to support the progress of our young people. By sharing our individual knowledge with one another we are able to gain a complete picture of each child. We use our student Inclusion profiles to support learners who have significant barriers to achievement. Promoting the concept of growth mindset, we disseminate the information we gather to produce up to date student profiles using easy to access cloud based technologies. Through this we move students beyond their barriers to learning into a positive state of flow.

We recognise that parents, having known them all their lives, know their child’s needs better than anyone else. Parents have vast amounts of information that can help teachers to improve the learning experience of their child in school but need to be given the opportunity to share this. By having regular reviews with parents with a renewed emphasis on the voice of the parent and the child we have a more balanced dialogue that promotes partnership working to support young people. Listening to parents’ hopes and  desires for their child’s education and respecting their broad knowledge of the whole child gives us an insight into how individuals can thrive at our school.

The contribution of teachers, tutors, middle leaders (Heads of Year, Heads of Department), parents, teaching assistants (Progress coaches), external agencies and the child themselves combine to produce a comprehensive understanding of a strategy to help students to learn. A key development was to train middle leaders to be part of the review process and to monitor the impact of profiles in school. Through observation and feedback teachers are becoming more confident in effectively deploying the strategies identified for individual learners to make progress. Listening to the child and placing a renewed emphasis on formative assessment for the ‘hardest to teach’ we have increased staff engagement in learning dialogue focused on inclusive pedagogy.

Through the process of auditing and reviewing our leadership of SEND we developed a distributed model of leadership.  We aim to support teachers to develop inclusive approaches to teaching and learning through quality information sharing. The impact of distributive leadership and co production of student profiles is  established at Wheatley Park School. This can be seen in sustained improvements in quality first teaching and learning across the school. This benefits all learners and gives us confidence to move into the next phase of our development in raising achievement for everybody.

2. Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

As a Multi Academy Trust this policy also complies with our funding agreement and articles of association.

3. Definitions

A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

4. Roles and responsibilities

4.1 The SENCo

The SENCo Is Alex Greenhalgh, Assistant Headteacher

They will:

4.2 The SEND governor

The SEND governor will:

4.3 The headteacher

The headteacher will:

4.4 Class teachers

Each class teacher is responsible for:


5. SEND information report

5.1 The kinds of SEND that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

5.2 Identifying pupils with SEND and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate – e.g. Primary School KS2 data. We also use the assessment tool LUCID, taken by pupils on the Y6 Induction Days; National progress Tests, taken by Y7-Y9 pupils; and take into account external reports – e.g from Educational Psychologists and parents.

Class teachers will make regular assessments of progress for all pupils, including annual assessments, and identify those whose progress:

This may include progress in areas other than attainment, for example, social needs.

Any issues with learning are referred via teachers to the Inclusion team. Pupils are then screened with diagnostic tools (including the BPVS, CTOPP, Dyscalculia screener, PHAB, Diagnostic Reading Analysis) as appropriate to help pupils, parents and teachers understand how the pupil can be supported towards being an independent learner.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.  

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

5.3 Consulting and involving pupils and parents/carers

At Wheatley Park School, we understand that the most significant and powerful factor in supporting learning and progress lies within the positive relationships that we build with pupils and their parents/carers.

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

All parents of pupils who have an identified additional need are invited on a regular basis to discuss how their child’s needs are being met and to work in partnership with school to ensure that the pupil is enabled to make good progress.

Parents of pupils are invited to Parents’ Evenings to meet key members of teaching staff and discuss progress. The pupil inclusion profiles are reviewed in these meetings by the SENCo and/or Pastoral team to ensure information is up to date.

Pupils with Statements of Special Educational Needs or Education Health Care Plans have at least three review meetings per year with the school including an annual review meeting.

‘SEN Support’ pupils are also supported with up to three review meetings per year.

The SENCo, Pastoral team or Inclusion team support families and staff to ensure high quality provision and communication for the teams working with our young people.

Pupils are invited to attend their review meetings and asked to prepare for these in advance giving feedback on their provision and how their needs are being met. Review meetings focus on outcomes for the young person and set out a clear aspirational vision for their future. Transition plans are recorded to ensure support at key points of transition to new courses are clear for all learners.

Regular ‘pupil voice’ sessions for pupils with SEND are scheduled throughout the academic year as part of our annual self-evaluation schedule.

5.4 Assessing and reviewing pupils' progress towards outcomes

We follow the graduated approach and the four-part cycle of assess, plan, do, review.  

The class or subject teacher will work with the SENCo to carry out a clear analysis of the pupil’s needs. This will draw on:

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

At WPS, Raising Achievement Panels (RAP meetings) are held termly to ensure that pupil progress and provision is tracked in English and Maths with a key focus on Key Stage 3 - on pupils with low prior attainment, SEND and Pupil Premium. Progress-tracking takes place using teacher assessment and National Progress Test data (GL assessment in English, Maths and Science) taken annually in Key Stage 3 (Science Year 9 only).

Progress of pupils with SEND is monitored closely using our school systems. The annual report to governors shows progress in Year 11 and movement on and off the SEND register which demonstrates progress. Annual reading and comprehension tests are also analysed to ensure any pupil needing access arrangements for exams is identified before the start of the public examinations. We carefully monitor how many of our pupils with SEND participate in extracurricular activities and trips. We offer additional support for many trips and activities to ensure all pupils are able to experience all the school has to offer. We review this annually.

In our hubs, pupils are usually allocated additional intervention support. Progress is assessed and communicated to the pupil, parents and teachers. Strategies for work at home are also shared throughout this time. It is important to us that pupils’ learning does not become disjointed in any way and careful consideration of areas missed in the curriculum are discussed and agreed with parents.

5.5 Supporting pupils moving between phases and preparing for adulthood

We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

At WPS, we are happy to talk to parents at any educational stage, but recommend a meeting in year 5 so that we can begin to prepare appropriate provision and access arrangements. We also offer:

We have a clear equalities policy and consider access issues really carefully to ensure we are working with parents from before transition through to a successful transition to the next phase of education wherever this may be.

5.6 Our approach to teaching pupils with SEND

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

All of the WPS pupils with SEND are supported across the school through high quality teaching brought about by teachers planning for the individual pupils’ needs using their SEND profile.

We also provide the following interventions:

All interventions are communicated to parents in writing and reported on three times per year.

Our curriculum is reflected upon each year and courses are planned around each particular cohort of pupils.

We also have a health and well-being support service with school counselling, active listening peer support and school health nurse as well as PCAMHS in-reach services available to support children.

We know that every child is different and constantly changing and want to focus on each individual's progress in their learning. In teams, we have developed our communication systems to ensure teachers and support staff have the information that they need to support the progress of our young people. By sharing our individual knowledge with one another we are able to gain a complete picture of each child. Promoting the concept of growth mindset, we disseminate the information we gather to produce up-to-date pupil profiles using easy to access cloud based technologies. Through this we move pupils beyond their barriers to learning into a positive state of flow.

Wheatley Park is an inclusive school which attracts pupils with a range of special needs. To address the demands made on SEND provision, we have established Provision Mapping where a range of group and individual interventions are devised to appropriately and effectively meet pupil needs.

5.7 Adaptations to the curriculum and learning environment .

We make the following adaptations to ensure all pupils’ needs are met:

At WPS, we ensure that we are in compliance with the Equalities Act 2010 and that ‘reasonable adjustments’ are made to our facilities, curriculum and provision, so that pupils with SEND are not treated less favourably than other pupils. For example, pupils with ASC are given a base to go to in the Head of Year offices if they need support, from an adult who understands their needs and knows them well. Also, for periods of time we may ensure a child has a key worker to monitor their progress or a particular medical or emotional need.

5.8 Additional support for learning

We have a team of Teaching Assistants (Progress Coaches)  who are trained to deliver pupil interventions such as the Fresh Start literacy intervention.

Progress Coaches support pupils in the Hubs with structured intervention programmes; and they provide targeted support for pupils in class when appropriate.

We work closely with a wide variety of external services to ensure that every pupil’s individual needs are understood and met. These external services include:

5.9 Expertise and training of staff

Our SENCo has four years’ experience in this role and is also the Assistant Headteacher (Inclusion and Safeguarding). The SENCo is allocated sufficient management time each week to manage SEND provision.

Our SEND team leader has trained at Brookes University to complete the National Award for Special Educational Needs and has completed a Postgraduate Certificate in SEN at distinction level.  

Our Interventions Lead teacher is studying a Masters level course at Brookes University in Literacy difficulties and will be a trained assessor for access arrangements by 2019.

We have a team of 10 Progress Coaches, including 3 higher level teaching assistants (HLTAs) who are trained to deliver SEND provision.

In the last academic year, staff have been trained in:

We use specialist staff for emotional literacy and Fresh Start and Numeracy interventions.

TAs (Progress coaches) are given training in Maximising Impact of Teaching Assistant (MITA) materials and attend all the teacher training opportunities in school to ensure good consistent practice in lessons.

5.10 Securing equipment and facilities

WPS has an allocated SEND budget for learning support and resources, controlled by the Finance Team. It is under constant review in terms of prioritizing resource-allocation and spending; and takes into account pupils who transfer in-year.        

New resources and equipment secured this year include:

5.11 Evaluating the effectiveness of SEND provision

We evaluate the effectiveness of provision for pupils with SEND by:

5.12 Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

At WPS, we are fully inclusive and all children are actively encouraged to participate in our extra-curricular activities.

In addition to running curriculum-led trips/activities, we organise a range of trips/activities to offer our young people the opportunities to extend their social, moral and cultural experiences.  Financial support is available for pupils who are in receipt of the Pupil Premium Grant.

All Y7 pupils are encouraged to go on our Y7 Camp residential trip; and all pupils are encouraged to take part in sports days, school plays and concerts. No pupil is ever excluded from taking part in these activities because of their SEND.

How WPS supports pupils with disabilities:

WPS is co-located with the John Watson School (a Community Special School) and links with the staff are strong supporting integration of pupils in both schools.

Our site and facilities are fully accessible for all pupils, including those with disabilities and wheelchair access, for example a lift in the John Milton Centre, The WPS Accessibility Plan can be found here:

https://drive.google.com/a/wheatleypark.org/folderview?id=0B5fGtBe6iJsiMEIxUEg2OGZkLVU&usp=sharing#

Where a pupil has a disability, we have adapted the physical environment, as per paragraph 3 schedule 10 of the equalities act http://www.legislation.gov.uk/ukpga/2010/15/schedule/10.

This is in line with our Accessibility Plan. Part of the admissions process is assessing and modifying the site where a pupil may struggle to access the building or learning environment, for example modifying a chair for a child with a disability.

5.13 Support for improving emotional and social development

We provide support for pupils to improve their emotional and social development in the following ways:

We have a zero tolerance approach to bullying and have a robust Safe@School policy and procedure in place. Staff are aware that pupils with SEND are very vulnerable to bullying and we offer key worker mentoring support for those pupils with high level needs.

5.14 Working with other agencies

The school works with a variety of agencies to ensure that pupils’ needs are met effectively. In 2017 - 2018 these included:

External Agency

Involvement

Educational Psychologist

Assessments for Requests for Statutory Assessment (Statements)

Observations of pupils to give feedback and strategies

Work with pupils who are not making progress despite lots of input.

Work with pupils at risk of exclusion

Attends TACs / TAFs  and Annual Reviews as necessary

Language and Communication Advisory teaching (LACAT)

Assesses pupils

Observes pupils in class and 1:1 and provides guidance and strategies for staff

Provides and suggests intervention packages for pupils.

Provides reports for parents about progress

Attends TACs and Annual Reviews as necessary

Speech and Language Therapist (SLT)

Assesses pupils

Observes pupils in class and 1:1 and provides guidance and strategies for staff

Provides and suggests intervention packages for pupils.

Works with pupils on a 1:1 basis

Provides reports for parents about progress

Attends TACs and Annual Reviews as necessary

Hearing Impairment Service Advisor

Provides training for staff on needs, strategies and equipment

Works with pupils 1:1

Attends TACs and Annual Reviews as necessary

Visual Impairment Service Advisor

Provides training for staff on needs, strategies and equipment

Observes pupils in lessons to give guidance about teaching and equipment use

Attends TACs and Annual Reviews as necessary

Autism Support Service Advisor

Observes pupils in class and 1:1 and provides guidance and strategies for staff

Provides and suggests intervention packages for pupils.

Works with pupils on a 1:1 basis

Provides reports for parents about progress

Attends TACs and Annual Reviews as necessary

Social Care (REOC)

Responsible for leading support for families with child protection needs.

Working other agencies in cases with complex/high level needs and children on the edge of care.

Virtual School

Supports the school with developing provision for looked after children in a variety of ways

YOS (Youth Offending Service)

Working with pupils at risk of offending and those with court orders

PCAMHS/CAMHS

Works with pupils and families with mental health needs, diagnoses need such as ADHD and Autism.  The school works closely with a PCAMHS in reach worker.

Outreach Teaching Service

Provide tutoring for pupils unable to attend school for medical reason or pregnancy.

LCSS (Locality community Support Service)

Working directly with pupils and families to improve outcomes such as persistent absence or exclusions. This includes support for school with Early Help assessments.

We hold a number of meetings throughout the year to ensure all agency workers can meet the families of the pupils they are working with. The school works closely with the ‘Virtual School for Looked After Children’ to ensure that pupils who are looked after by the local authority, in a guardianship or adopted have additional funds catered directly to their needs.

5.15 Complaints about SEND provision

Complaints about SEND provision in our school should be made to the SENCo in the first instance. They will then be referred to the school’s complaints policy, and Headteacher.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

5.16 Contact details of support services for parents of pupils with SEND

Please see Appendix A.

5.17 Contact details for raising concerns

The SENCo is Alex Greenhalgh agreenhalgh@wheatleypark.org, who also holds the position of Assistant Headteacher (Inclusion and Safeguarding).

The assistant SENCO is Lucy Thomas lthomas@wheatleypark.org .

The contact number is 01865 877695.

5.18 The local authority local offer

We report to Oxfordshire County SEND team and ensure we follow protocols set out by close liaison with the OXSIT team and SEND Officers.

Useful links to Oxfordshire’s directory of support for young people with SEND known as the local offer is here.

https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-local-offer

6. Monitoring arrangements

This policy and information report will be reviewed by SENCo and SEND Governor every year. It will also be updated if any changes to the information are made during the year.

It will be approved by the governing board.

7. Links with other policies and documents

This policy links to our policies on:

Here is a list of websites and organisations which provide helpful information about different areas linked with SEND.

nasen.org.uk 

General information about SEND

autism.org.uk

Information about autism/aspergers

bdadyslexia.org.uk

Information about dyslexia

bild.org.uk

British Institute of Learning Disabilities

ican.org.uk

Information about speech and language difficulties

rnib.org.uk

Information about sight difficulties

actiononhearingloss.org.uk

Information about hearing difficulties

Special educational needs and disability code of practice

 

Adviza Independent support for parents 

Poster details

Academic Accommodation Resources

 

Sesame Street Autism Resources for Parents

Reduce the Noise: Help Loved Ones with Sensory Overload Enjoy Shopping

Sensory overload

Guide to Sensory Overload

 

Going to the Orthodontist with CFS

Resources for Military Families

Estate Planning for Parents of Special Needs Kids

How to Plan (& Provide) for a Child with Special Needs

Helping children with ADHD and ASC sleep

Autism Spectrum Disorder (ASD) and Sleep

Support parents in developing self-esteem in their children

Resources produced by Dove.

www.kids.org.uk/sendiass

For information regarding supporting parents of children and young people with Special Educational Needs and Disabilities.

If you would like to access information available in different formats - using Widgit symbols, Braille, larger font or reduced / simplified language - then please contact SENCO, Alex Greenhalgh.

Appendix B

Organisation Chart on Inclusion Team 2018-2019    HERE