SEND

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How we support pupils with special educational needs or disabilities.

Our Vision

To ensure that pupils with Special Educational Needs and Disabilities (SEND) are identified, supported and guided throughout their school life, thus enabling them to maximise their learning, achieve their potential and make a successful transition to adulthood, the world of further and higher education, training or work.

Objectives

To identify, at the earliest possible opportunity, barriers to learning and participation for pupils with Special Educational Needs and Disabilities (SEND)
To ensure that every pupil experiences success in their learning and achieves to the highest possible standard
To enable all pupils to participate in lessons fully and effectively
To value and encourage the contribution of all pupils to the life of the school
To work in partnership with parents
To communicate with the Governing Body to enable them to fulfill their monitoring role with regard to the SEN Information Report
To work closely with external support agencies, where appropriate, to support the need of individual pupils
To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils

For more information download the Policy & Report below:

SEND Policy

SEND Information Report

How does your school ensure that pupils who need extra help are identified early?

Pupils are identified as having special educational needs through a variety of ways including the following:-

Information from primary schools during transition
Concerns raised by parent
Concerns raised by teacher, for example behaviour or self-esteem is affecting performance
School tracking system (Progress 2 Success)
Consultations between class teachers and members of the leadership team where progress data is discussed.
Liaison with external agencies e.g. Educational Psychology Service
Health diagnosis through a paediatrician
Liaison with previous school or setting, if applicable

All pupils are offered the use of a FM Radio Aid system for use in the mainstream classroom to ensure they can receive direct input from their teacher’s voice. Where appropriate some of these pupils follow a personalised learning programme, and may receive pre and/or post tutorial sessions to ensure they understand the topics/coursework they are studying. They all receive technical and audiological back-up from a qualified Teacher of the Deaf.

What should a parent do if they think their child may have special educational needs?

In the first instance contact your child’s Personal Tutor; if you still have concerns you can contact the Leader of SEN Kathryn Hall.

We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us

Who will explain my child’s needs and progress to me?

If your child is identified as requiring SEN support they will be allocated with a keyworker. They will meet parents on a termly basis to discuss your child’s needs, support and progress. In addition to this, you will also have the opportunity to attend parents evening to discuss your child’s progress with individual subject teachers.

How will school support my child?

The Leader of SEN oversees all support and progress of any child requiring additional help across the school.
The class teacher will oversee, plan and work with each pupil with special educational needs or disabilities in their class to ensure that progress in every area is made.

Some pupils are given a SEN Support Plan which tracks their progress on a termly basis.

There may be a teaching assistant working with your child either individually or as part of a group, if the class teacher sees this as necessary. The regularity of these sessions will be explained to parents when the support.

How are the Governors involved and what are their responsibilities?

SEND Governor (Mrs Pam Jones & Mrs Hayley Brown) will:

have regard to the Special Educational Needs and Disabilities (SEND) Code of Practice when carrying out her duties towards all pupils with special educational needs;
do her best to ensure that necessary provision is made for any pupil who has special educational needs;
report annually to the Governing Body on the policy’s effectiveness, including any changes made during 2014-2015.

The Governors agree priorities for spending within the special educational needs budget with the overall aim that all pupils receive the support they need in order to make progress

How do teachers match the curriculum to an individual child’s needs?

Class work is pitched at an appropriate level so that all pupils are able to access it according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated for a specific child. The benefit of this type of differentiation is that all pupils can access a lesson and learn at their level.

How are the school’s resources allocated and matched to children’s special educational needs?

We ensure that all pupils with special educational needs are provided for to the best of the school’s ability with the funds available. The budget is allocated on a needs basis. The pupils who have the most complex needs are given the most support.

We have a team of teaching assistants and part of their responsibility is to deliver programmes designed to meet individual needs.

How is the decision made about what type and how much support my child will receive?

The class teacher and the Leader of SEN will discuss the child’s needs and what support would be most appropriate. Different children will require different levels of support in order to help them make progress and achieve their potential.

How does the school judge whether the support has had an impact?

By reviewing pupils SEN Support Plans with their allocated keyworker on a termly basis and identifying any areas of concern. Parents and pupils will be involved in the review meeting.
Through the school’s Progress 2 Success (P2S) data tracking system. Pupils who are not making expected progress against national/age expected levels will be discussed at Progress Meetings, attended by Class Teachers, Personal Tutors and their Progress Leader.
Verbal or written feedback from the teacher, parent and pupil.
Pupils may be taken off the Special Educational Needs register when they have made sufficient progress.

How will you help me to support my child’s learning?

The class teacher or the Leader of SEN can offer advice and practical ways that you can help your child at home.
The personal tutor and/or keyworker can communicate with you through the learning journal which your child will bring home daily so that comments from parents and teachers can be shared.
If your child is on the special needs register they will have an SEN Support Plan which will be reviewed with you on a termly basis.
If your child has complex special educational needs or a disability they may have a Statement of Special Educational Needs or an Education, Health Care Plan (EHCP), which means that a formal meeting will take place annually to review your child’s progress.
If a class teacher needs to discuss an issue with you, it will be done privately and strategies to support your child will be offered.

How do you measure my child’s progress?

As a school we measure children’s progress in learning against national age related expectations.
The class teacher continually assesses each pupil and notes areas where they are improving and where further support is needed. We track pupil progress from their admission through to Year 11, using a variety of different methods, including National Curriculum levels, GCSE grades and some standardised tests, as appropriate.
Pupils who are not making expected progress are identified through the termly Progress Meetings. In this meeting a discussion takes place about those pupils experiencing difficulties and what further support can be given to aid their progress.

How does the school manage the administration of medicines and personal care?

We have a policy regarding the administration and management of medicines on the school site.

Parents need to contact the Progress Leader if medication is recommended by Health Professionals to be taken during the school day.
All medication will be stored in first aid. If a pupil requires medication in school, this will be managed through an individual care plan written in conjunction with parents.

What support is there for behaviour, avoiding exclusion and increasing attendance?

We have a positive approach to behaviour management with a clear Behaviour for Learning policy that is followed by all staff and pupils. We are an inclusive school and we make every effort to include all pupils in learning sessions with their class.

The attendance of every child is monitored on a daily basis by the attendance officer. Punctuality and absence are recorded and reported to the Head Teacher and Governing Body.
Good attendance is rewarded through our whole school reward policy
If a child is at risk of exclusion a Pastoral Support Plan (PSP) is written with the pupil and parents to identify the specific issues and reflect the relevant support and targets in place.

How will my child be able to contribute their views?

We value and celebrate each child’s views on all aspects of school life. This is usually carried out through the School Council. Additionally, subject departments carry out regular review with pupils to ensure their views are reflected within future curriculum planning.

Pupils who have a SEN Support Plans discuss their progress with their keyworker. If your child has a Statement of Special Educational Needs or an Education, Health Care Plan their views will be sought at the review stage, if appropriate.

What specialist services and expertise are available at or accessed by the school?

Staff Member

Kathryn Hall Leader of SEN

Qualifications:

National Award for SEN Co-ordination

PGDip Deaf Education

PGDip Advanced Educational Practice (SEN)

Level 1 BSL

Level 2 ELKLAN

Ian Critchley Vice Principal

Qualifications:

National Award for SEN Co-ordination

The school has a resource base for Hearing Impaired pupils. At present all pupils are supported within the mainstream classroom to enable them to access a broad and balanced curriculum alongside their peers. Most classrooms are fitted with carpet and curtains to make it acoustically friendly for the hearing impaired pupils. All pupils are offered the use of a FM Radio Aid system for use in the mainstream classroom to ensure they can receive direct input from their teacher’s voice. Where appropriate some of these pupils follow a personalised learning programme, and may receive pre and/or post tutorial sessions to ensure they understand the topics/coursework they are studying. They all receive technical and audiological back-up from a qualified Teacher of the Deaf.

We also work closely with any external agencies that we feel are relevant to individual children’s needs within our school. These may include: GP, School Nurse, Clinical Psychologist, Paediatrician, Speech and Language Therapist, Occupational Therapist, Educational Psychologist, the Child and Adolescent Mental Health Service (CAMHS) and Social Services.

From the 1st September 2014 the ‘Halton Local Offer’ is available at www.localoffer.haltonchildrenstrust.co.uk/.

What training have the staff supporting children with special educational needs, had or are currently having?

All of our teaching assistants have received training at Level 2 or higher in supporting young people in education. Additionally, further training has been delivered on reading, spelling, and phonic programmes.

We have a member of staff who has had training in improving speech and language in autistic learners- ELKLAN Level 2.
We have a member of staff who is qualified in British Sign Language Level 2.

How will my child be included in activities outside the classroom including day and residential trips?

We aim for all pupils to be given the opportunity to be included on school day trips and residential stays. We will provide the necessary adaptations, having consulted with you, to ensure that this is successful.

A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a pupil to take part in an activity, then alternative activities, which will cover the same curriculum areas will be provided in school.

How accessible is the school environment?

The school is a building with many stairs. There is, however, disabled access throughout the building including lifts and disabled toilets. The school will have regard to the Equality Act 2010, the Children’s and Families Act 2014 and the Code of Practice 2014 in terms of admitting pupils with disabilities. There are facilities for small group/individual teaching in the break-out areas and the library. All members of the school community, including pupils, are invited to inform the school of any disability they have.

How will the school prepare and support my child when joining the school or transferring to a new school?

Members of the Senior Leadership Team, Year 7 Progress Leader and Leader of SEN liaise with the primary schools regarding pupils who will require support when they start Wade Deacon. Parents are invited to speak to the Leader of SEN during the Intake Evening and at the beginning of Year 6.

On entry into school, all pupils will be assessed using:

Access Reading Test;
Access Numeracy Test;
Detailed Assessment of Speed of Handwriting (DASH) Test;
WRAT Spelling Test;
NFER standardised test (Cognitive Abilities Test).

Early identification, assessment and provision for any pupils with Special Educational Needs and Disabilities (SEND) are very important for the following reasons:

it can minimise the difficulties that can be encountered;
it can maximise the likely positive response of the pupil;
it can allow for a temporary learning difficulty to be overcome and for future learning to be unaffected;
if the child's learning difficulty prove less transient when addressed by the school alone the external agencies can be brought in earlier and very likely with more success.

How are parents involved in school life?

The school believes that parents hold key information and have a critical role to play in their children’s education. For this reason we actively seek to work with parents of pupils with Special Educational Needs and Disabilities (SEND). All teachers, the Leader of SEN, pastoral and other staff have an important role in developing positive and constructive relationships with parents. We recognise that some parents require both practical help and emotional support if they are to play a key role in the education of their children. For this reason we seek to develop partnerships with local parent support groups, external agencies and voluntary organisations.

The school works in partnership with parents of pupils in accordance with guidance in the 2014 Special Educational Needs and Disabilities (SEND) Code of Practice: 0 to 25 Years.

If the class teacher has an initial concern about a pupil’s progress parents will be invited to discuss this with the teacher at the earliest opportunity and be told of strategies in place to help their child
If a decision is being considered to move a pupil on to SEN support then parents will be asked for their views prior to any decision being made. Parents will be fully informed of any additional programme in place for their child.
Parents’/carers’ views will be sought when a pupil’s support plan is drawn up and suggestions as to how these can be supported at home will be given
Parents are invited to each review and their comments are taken into consideration when deciding upon future action.
In terms of an Annual Review, parents’ comments are sought prior to the review report being drafted and incorporated into the final report.

Who can I contact for further information or to discuss a concern?

Parents are encouraged to discuss any problems or concerns with school, with the child’s teacher initially. Most problems can be resolved in this way. But if this does not happen, parents may raise concerns with the Personal Tutor, Progress Leader or Leader of SEN as appropriate. Any complaints will be dealt with in line with the school complaints policy. Parents/carers may take their complaint to the Local Authority, as described in the 2011 Education Act.

What is the pastoral, medical and social support available in the school to ensure my child’s overall well-being?

At Wade Deacon we believe that all pupils are entitled to a broad, balanced and differentiated curriculum. Pupils are valued equally, regardless of ability and encouraged to exceed their potential. The achievements, attitudes and well-being of all pupils are important and practical steps are taken to account for pupils’ varied life experiences and needs. As an inclusive school, all our vulnerable pupils are known to staff.

Members of the Senior Leadership Team greet and welcome pupils each morning. This ensures a smooth transition between home and school each day.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. If further support is required the class teacher liaises with the Progress Leader for further advice and support.

The school has a team of Learning Mentors, who work under the direction of the Leader of Care, Guidance and Support with pupils who require emotional support.

All classrooms have a poster informing pupils which members of staff are available should they require emotional support.