- Please state the number of pupils on your roll and your average class size
1750 students on roll
Average class size 29
- How does the setting identify learners with SEN?
When students start at Ecclesfield School, we are already aware of the special educational needs of all students who have a statement/Education, Health and Care Plan and those identified as requiring additional support. We are informed by the primary schools and a range agencies and professionals about the needs of students. This may be done by phone, meeting, and letter or case notes. When at school, students may be identified through:
In accordance with our SEN Policy, students with SEN are identified through
- KS2 SATs results;
- CATs results;
- Diagnostic testing;
- Referral by the child;
- Referral by parents / carers;
- Referral by teacher/curriculum area following school procedures;
- Referral by Outside agencies;
- Referral by Achievement Coordinators;
- Failure to make the expected progress despite high quality teaching is that which is differentiated and personalised to meet the needs of the student
- Is your setting physically accessible to all learners?
Ecclesfield School is on one site and comprises of three main buildings. The main building is spread over three floors.
To improve access in line with legislation, the following modifications have been made to the school building:
- Disabled access doors;
- External Ramps as alternatives to steps or stairs;
- Electronic access at low height for disabled users;
- Reception Desk design for disabled students/visitors in wheelchairs;
- Lifts to all floors;
- Designated toilets with disabled provision;
- Learning Resource Room;
- Learning Support Unit with dedicated ICT provision.
Students also have access to a range of resources, including:
- Books, materials and learning activities to suit pupils of differing abilities;
- Information technology facilities including overlay keyboards and lap top computers;
- Library provision which reflects the needs of pupils with Special Educational Needs;
- An appropriately resourced quiet/safe space called The Base;
- Auxiliary aids and modified equipment are also made available as necessary and in line with the 2010 Equality Act.
The School and the Department encourages any pupils who have some sensory impairment, communication problem or physical handicap, to use their normal aids to speaking, listening, reading or writing. To better meet individual needs reasonable adaptations are made to work spaces, equipment, instruments or furniture within curriculum areas under the guidance of the SENCO/MALP.
Students who struggle with using the dining room at lunch time receive an early lunch pass. Lessons for students who find the corridors a problem during lesson changeover are provided with passes to leave lessons early.
- How does your setting adapt the curriculum for learners with SEND?
At Ecclesfield School, every effort is made to achieve maximum integration of pupils with Special Educational Needs with their peers, while meeting pupils' individual needs. In Year 7 pupils are taught mainly in mixed ability groups. As they progress through the school, they may be placed in sets according to their ability in a specific subject area.
In certain subjects they will continue to be taught in mixed ability groups. The special needs of most students will be addressed through differentiation and personalisation. Teachers differentiate, through teaching styles and reasonable adjustment of policy, procedure and learning environment-including where necessary, specialist equipment, computer software and applications so that all students make progress.
Personalisation is achieved through adapting the curriculum so that all students can achieve. However, the Support for Learning Department also delivers a range of interventions as identified through student need. This includes:
- 1:1 tuition in Literacy/Numeracy/Social Skills;
- Small group tuition in Literacy/Numeracy/Social Skills;
- Classroom support to increase curriculum access, pupil achievement and develop independence;
- Key Worker;
- Specific group interventions run during MFL (Y7), form time and when necessary, during other lessons;
- Lunchtime and after school clubs;
- Sessions delivered by outside agencies;
- Homework Pack.
- Visual timetables
- Exam Access Arrangements. Students requiring additional support are assessed to demonstrate whether they require special arrangements to be made for them during internal and external exams and assessments, so that they are not unfairly disadvantaged. These arrangements may include:
- Extra time;
- Access to a scribe;
- Access to a reader;
- Access to a laptop.
The Manager of Additional Learning Provision conducts these assessments to identify the support a student requires using formal assessments and information regarding a student’s “normal way of working.” The school ensures that these arrangements happen in all formal exams and where possible during internal tests.
The work of the Learning Support Team is also supplemented by that of the Pastoral Team which, in particular support students with improving their emotional and social development and or are at risk of being bullied.
This is achieved through:
- Pastoral Interventions, including Friendship Group and Flower 125 Project;
- Pastoral Referral Meetings identifying vulnerable students;
- Referral to a counsellor who attends the school;
- Having access to a Key Worker;
- Referral to outside agencies;
- Access to offsite provision.
- The MALP oversees and plans the education programme for a learners with SEN.
- What training have your staff received to support learners with SEND?
Securing expertise among teachers and other adults working in the school to support students with SEN is achieved through:
• Working closely with the SENCO and her team;
• Being able to access information about all students electronically via the school’s management information system or managed learning environment (MLE)
• Attending INSET provided by colleagues within the school our outside agencies to keep abreast of best practice. The INSET Programme is arranged by the Assistant Headteacher with responsibility for Teaching and Learning who allocates the INSET budget, balancing the needs of the whole school, specific departments and individuals within the framework of the school improvement plan.
The school supports a multi-disciplinary approach to maximise the educational provision for SEN pupils. Many agencies and support services are able to help identify, assess and provide support for SEN pupils. Such agencies and support services include a wide variety of specialist teachers and other professionals.
- Educational Psychology Service;
- LSCB (Child Protection and Child Guidance Services);
- MAST (Multi Agency Support Team) including re-engagement for learning teacher
- Literacy Support Service;
- Special Educational Needs Assessment Service;
- Learning Support Team, Bannerdale
- Speech Therapy;
- Occupational therapy;
- Special Educational Needs Team, Local Authority
Special Needs Teaching Team - staff specialising in supporting pupils with:
- hearing impairment;
- speech, language and communication difficulties;
- specific learning difficulties.
- Social Services
- School Nurse/Doctor
- Young People’s Learning Agency (YPLA replaced the Skills Council).
- Community Youth Teams
- Parent Partnership
The School may ask for input from specialist services at any time that it is deemed appropriate, e.g. advice on the identification, assessment and effective provision of resources.
- How do you communicate with and involve families?
Students and their parents are involved in decisions involving their education. This is achieved through:
- Involving parents and their children in decisions about the provision and intended outcomes including any possible changes;
- Inviting parents to consultation evenings;
- Providing students with the opportunity to express their views about school;
- Inviting students and their parents to attend meetings whenever appropriate, where their provision is to be discussed;
- Student Planner communication page.
- Parents are invited to attend workshops in the use of Lexia, an online programme designed to support students in becoming better readers.
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
The effectiveness of the provision at Ecclesfield is evaluated through
- Annual Reviews ;
- Assessments and tests to benchmark and monitor progress on intervention programmes-every half term;
- Tracking data, including achievement, progress, behaviour and attendance-Every 4 months;
- Review of targets-every half term;
Fortnightly Referral Meetings
- What support do you provide for the learners' overall wellbeing?
- To facilitate the monitoring and providing support the social and emotional wellbeing of learners, students are organised into Vertical Mentoring Groups for 20 minutes each day. During this time, students have access to a Vertical Mentor who is a member of staff at the school and trained Peer Mentors. There is also a counsellor on site.
- The PSHE programme promotes awareness and understanding of and tolerance to difference;
- Learners who struggle to make friends are supported through a Friendship Group;
- Vulnerable learners have access to a Lunch and Break Club;
- Anxious have access to the Base, a quiet space in school and where appropriate a Key Worker.
- What kind of behavioural interventions do you use?
- Ecclesfield School has a Personalised Learning provision on site which provides bespoke provision for disengaged learners.
- There is offsite provision managed Ecclesfield School which offers a range of interventions to engage hard to reach students or students who find it difficult to cope in the school environment.
- How do you ensure learners with SEND are included in non-classroom based activities?
- Ecclesfield School offers a range of trips and activities to enable all students to participate.
- When necessary, support staff will attend trips and activitiesto enable learners with difficulties to take part
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
The setting offers a breakfast club and after school clubs
- How do you consult with and involve learners in their education?
- Ecclesfield has a Student Council
- The views of learners are collected as part of annual department reviews.
- Students are invited to meetings where their provision is to be discussed.
- How do you prepare learners with SEND to progress to, from and within your setting?
Arrangements for Transition
Transition for students with identified SEN is facilitated through:
- An enhanced programme of transition including extra visits to Ecclesfield School;
- Summer school;
- Attendance at Annual Review Meetings;
- Visits to Primary setting to meet vulnerable students;
- Visits to Primary setting to gather information to enable us to better meet student needs;
- Meeting with parents;
- Student Passports are used to transfer information;
- Arranging visits to school.
Ecclesfield School has a Vertical Mentoring System which facilitates the support of all learners during key transition points. Students in almost all instances will not be grouped on the basis of friendships.
This is a crucial phase in the career of Ecclesfield learners and identifying suitable Post-16 options and ensuring that knowledge regarding the needs of students with special needs is key to future success. Statemented students/Students with and Education Health and Care Plan and those identified as needing support with the transition process, may receive this through:
- Careers interviews with a Careers Advisor;
- A completed Form 139a which is used to transfer information to college about the needs of students;
- Support in completing their college application;
- As part of the statutory review process;
- Referral to Community Youth Teams to support students at risk of becoming Not in education, Employment or Training (NEET).
The overwhelming majority of students go on to access a place at college.
- Do you have an online prospectus? Are there open days for families and learners?
Ecclesfield School does have an online prospectus and there is an open day, usually in September for learners and their families. The school also encourages learners of students with SEN and their parents to visit the school.