Provision for pupils with special educational needs is very good and improving. For further information, please contact our SEN Manager, Dawn Mallon, either by telephone (01623 792327) or through email at: email@example.com.
The following gives an overview of our provision. More detail is available through our SEN policy, by clicking here: SEN Policy, or through Nottinghamshire County Council on: http://nottinghamshire.sendlocaloffer.org.uk/kb5/nottinghamshire/fsd/local_offer.page
What kinds of special educational needs does the school make provision for?
The Joseph Whitaker School makes provision for all types of SEND including learning difficulties, Autism Spectrum Disorder, Attention Deficit Hyper Activity Disorder, physical impairments such as hearing impairments. However as the school site is on several different levels it may be difficult to make provision for pupils with significant physical disabilities.
How does the school know if pupils need extra help and what should I do if I think that my child may have special educational needs?
Information is passed on from our feeder primary schools and we have termly meetings with all the SENCOs in the family. Parents are always welcome to pass on any additional information either via phone, email or at the Y6 transition evening or admission meeting if entering at any other time. Please contact our SEN Manager Dawn Mallon on 01623 792327 or firstname.lastname@example.org . Staff will also highlight if they think a pupil may have SEN and appropriate assessments will be done and results fed back to parents.
a) How does the school evaluate the effectiveness of its provision for pupils with special educational needs?
Effectiveness of provision is measured against whether pupils are making progress and meeting the five outcomes of Every Child Matters:
- stay safe
- be healthy
- enjoy and achieve
- make a positive contribution
- achieve economic well-being
If the young person is on the SEN Code of Practice at School SEN Support the school will meet with the pupil and parent once a term to review provision and measure progress against agreed outcomes. We endeavour to make these meetings person centred with the views of the young person and parents at the heart of the process.
The majority of pupils have SEN that can be met within the classroom setting with reasonable adjustments. In this case progress is monitored by the class teacher and Head of Faculty / Progress Leader, however the SENCO reviews the progress of all pupils with SEN termly and will contact parents and teachers should concerns arise. Parents are also welcome to contact the SENCO if they have any concerns which they feel relate directly to their child’s SEN.
b) How will both the school and I know how my child/young person is doing and how will the school/setting help me to support their learning?
The school tracks pupils’ progress termly and sends out a termly report for all pupils. In addition, as stated above, pupils with significant needs will also have a termly meeting with the school, usually a member of the SEN team. If agreed the school may request support from other agencies out of school e.g. health, social care, specialist teachers.
c) What is the school’s approach to teaching pupils with special educational needs?
All teachers are teachers of SEN and staffs receive regular training on meeting the needs of different learners. Information on each pupil’s needs is on SIMs and easily accessible to all staff.
In addition there are specialists within the SEN team to work with pupils 1-1 or in small groups on literacy, numeracy, social skills and behaviour management interventions including those specifically designed for pupils with ASD. Pupils may have to miss other lessons to access these sessions. These are agreed with the pupil and parents and we avoid core subjects (English, Maths and Science).
Pupils entering at well below age related expectations or with significant needs may access the ‘Bridge’ programme which focuses on basic skills and offers a half way house between primary and secondary. Pupils are taught a reduced curriculum in French and Humanities in SSC to allow for a greater emphasis on basic skills and social skills, if required. Pupils may be in this programme from a term up to two years. If they are on this programme it is agreed with parents beforehand.
d) How will the curriculum and learning be matched to my child/young person’s needs?
All staff are expected to differentiate appropriately to meet the needs of different learners, use a variety of strategies and take note of the specific information about that pupil on SIMs. Additional equipment will be provided if required e.g. use of a laptop, text to voice software. Additional adult support may also be appropriate, particularly if there are issues around health and safety in subjects like Science and Technology. Where appropriate access arrangements will be in place for class work and exams e.g. reader, computer reader, extra time and rest breaks.
e) How are decisions made about the type and amount of support my child/young person will receive?
Support is based on need not labels. The majority of pupils will be able to have their SEN needs met through a suitably differentiated curriculum and access to appropriate equipment. Pupils with below functional reading (reading age 9:06) will have additional literacy in the Student Support Centre until their reading is functional. Pupils with more complex needs may need additional funding which will be moderated through the family of schools. This is then used for additional adult support or specific interventions.
f) How will my child/young person be included in activities outside the classroom, including school trips?
We endeavour to take all pupils on school trips regardless of any SEN. The only exception to this is if we feel the pupil’s behaviour may put themselves or others in danger. Pupils with SEN have taken part in school productions, D of E, sporting competitions and clubs and gone on a range of trips including some abroad.
g) What support will there be for my child/young person’s overall well-being?
The pastoral team of tutors and Heads of House are responsible for the overall well-being of all pupils. If there are issues of well-being directly linked to a pupil’s SEN then the pastoral team will seek the advice of the SENCO and outside agencies where appropriate.