- Please state the number of pupils on your roll and your average class size
1384 pupils including 6th Form
- How does the setting identify learners with SEN?
A student may be identified as having SEN at any stage during his/her education. This may be a long term difficulty requiring continuing support or a short term difficulty requiring a specific and limited intervention.
Pupil profiles are available for staff on the school’s Virtual Learning Environment (VLE). These give a detailed profile of need and recommended strategies. Assessment information and recommendations are available to all staff to inform planning and teaching.
Information is gathered from a range of sources and professionals to help the school to understand a student’s particular needs. For example:
- Information and data from primary or previous school
- Information from pupil/parents/carers
- Information from staff (teachers and teaching assistants)
- Screening tests: CATS, spelling and reading test data
- Diagnostic tests
- Specialist assessments
- Outside agencies
- Is your setting physically accessible to all learners?
- All areas of the school are wheelchair accessible
- There is lift access to all floors of the school.
- Ramps are present as required.
- Disabled toilet facilities are available as well as a fully equipped hygiene room.
- Support is available for vulnerable students before school, at break and lunchtime
- Staff trained in moving and handling procedures
- Liaison with the Occupational and Physiotherapy Services.
- Application is made to the Loans Service for specialist equipment if needed
- How does your setting adapt the curriculum for learners with SEND?
- All teachers are expected to teach students with SEN as necessary.
- Every reasonable adjustment is made to ensure every learner is included in all aspects of learning.
- Staff are provided with profiles of SEN students in their class and work is planned accordingly.
- For core subjects, students are set by ability. Some learners with SEN are in small groups in the core subjects- maths, English, science and RE.
- Alternative courses/qualifications such as ASDAN and Entry Level courses are part of the school’s provision where appropriate.
- Equipment is available to assist students to access the curriculum: Alphasmarts, laptops, IPads and Kindles.
- Lexia, Numicon and Clicker 5 are used with identified students.
- In addition, the Student Support Department provide a range of interventions: SEAL, Anger Management, Counselling, Behaviour Support.
- Off-site provision is offered if appropriate
- What training have your staff received to support learners with SEND?
Continuing Professional Development (CPD) sessions are planned each term and are available to all staff to develop their understanding of a range of needs. In house and external agencies deliver this training.
2 teachers have specialist teacher status for teaching and assessing children with dyslexia and literacy difficulties;
Learning Assessments are completed for identified students and are available on the VLE
The SENCO is a qualified teacher working towards the National Award for SEND Co-ordination
The Learning Support Manager has HLTA status. She has NVQ level 3, Assessor at Level 4, ILM Management and is qualified (OCN Level 3) to support students with Dyslexia and Literacy difficulties.
Teaching Assistants are encouraged to undertake training and qualifications to enhance their knowledge and good practice
All staff are offered essential training for managing medical conditions, allergies, asthma, epilepsy, diabetes, ADHD.
A number of Teaching Assistants are trained in:
- Moving and Handling of Children
- Paediatric feeding.
- PEG feeding
- Oral and Nasopharyngeal suction
Speech and Language Therapy is a bought in service available for identified students
- The Educational psychologist visits and provides support for pupils, staff and parents
- Autism service provide advice and support
- Hearing Impaired Service provide advice and support
- Visually Impaired Service provide advice and support
- Referrals are made to MAST as necessary
- Links with professionals from CAMHS, Ryegate, Social Care
- How do you communicate with and involve families?
Communication with parents is available in many different forms:
- Pupil planners
- Cycle data including Interim and End of Year Report
- Year group parents’ evenings
- EAL co-ordinator can arrange for interpreters if necessary
- Option evenings
- House system includes form tutor and Heads of House contact
- Subject tutor contact
- Multi-professional Annual Reviews – parents are invited to contribute their views verbally and in writing
- SENCO and Learning Support Manager available for meetings re Learning Support and individual needs
- Home/school book for pupils with more complex needs
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
Whole school tracking data by teachers, departmental leaders and SENCO review the progress made and interventions are put in place or reviewed.
Intervention programmes are monitored and reviewed at least termly.
Review meetings are held at least annually for students with a Statement of Special Needs in accordance with the Code of Practice.
Classroom observations, Learning Walks and book scrutinies form part of the process of evaluating the provision for students with SEND
- What support do you provide for the learners' overall wellbeing?
Students are supported by the form tutor and Head of House. In addition the Learning Support Department are instrumental in managing social and emotional issues of students with SEN.
Social skills training and social stories are undertaken if necessary
Student Support Department also offer SEAL programmes and support for anxious students.
The Chaplaincy Co-ordinator provides additional support for students emotional needs.
Rainbows programme is offered to identified students
School counsellors offer support as requested
Parenting Co-ordinator provides specialist support for parents and the family
Liaison with outside agencies for advice and support.
Support is available at lunchtime with social times and in the dining room for identified students.
- What kind of behavioural interventions do you use?
Behaviour Support Team work with individuals and groups of students with identified needs.
There is a behaviour policy with rewards and sanctions. Heads of House and Form Tutors provide support and guidance.
Liaison with outside agencies to provide support, advice and intervention.
Rewards for 100% attendance
- How do you ensure learners with SEND are included in non-classroom based activities?
Every student is encouraged to take part in all school activities including residential visits. All reasonable adjustments are made to ensure that trips are accessible for all students.
Special provision and arrangements such as transport are put in place.
Risk assessments are completed prior to any off site visit in conjunction with parents.
Participation in the Links Programme and Disability Sports Programme
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
- Homework Club
- Sports Club
- How do you consult with and involve learners in their education?
- All students are encouraged to complete a form tutor survey bi-annually. Support is provided for all students to complete this.
- In the classroom pupils use self and peer assessment and respond to the feedback from teachers on Key Assessed Pieces and other assessments.
- All students contribute to their end of term report and contribute to their own future target setting.
- At Annual Reviews and other review meetings students are encouraged to participate and contribute to the meeting.
- How do you prepare learners with SEND to progress to, from and within your setting?
- Transition at Year 6 is carefully planned by our Transition Co-ordinator; there are transition visits for all students. Key staff and pupils also visit the feeder primary schools. Extra visits are arranged for SEND and vulnerable students.
- SENCO and Learning support staff visit pupils in their primary schools.
- Transition co-ordinator in conjunction with Learning support team identify appropriate teaching groups and forms for students with SEND
- Mixed age form groups allow older students to support younger ones.
- Careers advice is provided for all learners. Specialist support is available from Sheffield Futures.
- Support is provided for students moving on to Post 16 education to ensure the placement is appropriate to their needs and to ensure a smooth transition.
- Do you have an online prospectus? Are there open days for families and learners?
- Website is updated regularly
- Open morning for Year 6 and Year 12 pupils and parents in the Autumn term.
- Prospective parents and pupils are welcome to visit by appointment