SEN Information Report 2019-20
What kinds of SEN are provided for in your school?
Our school currently provides additional and/or different provision for a range of needs, including:
- Communication and interaction, for example, autistic spectrum disorder and Asperger’s Syndrome
- Cognition and learning, for example, dyslexia
- Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
- Sensory and/or physical needs, for example, visual impairments, sensory impairments and processing difficulties
What policies do you have for identifying children and young people with SEN?
How do you assess their needs?
- Students with special educational needs are discussed as part of the transition process during liaison with feeder schools
- An SEN representative liaises with the feeder school SENDco during Years 5 and 6
- Teaching staff share information and raise any concerns
- Discrepancies between reading/spelling ability and chronological age are investigated
Each child is considered on their individual circumstance
- Should a parent/carer believe their child to have a special educational need, they can contact the school directly
- Pupils who are concerned about their own learning can speak to the SEN department directly
- Robust monitoring highlights underachievement and triggers a holistic approach to identify areas of need and appropriate interventions
We consider a wide variety of factors before including any student on the SEND Register, however, if a student is making inadequate progress because of SEND and needs additional support in the classroom, the student is included on the SEND register with full involvement of parents/carers.
What arrangements do you have for consulting with parents of children with SEN and involving them in their child’s education?
- We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision
- We encourage parents to get involved with all aspects of their child’s education at the numerous events which take place at the school throughout the year, including induction evenings, open events, SEN review meetings and extra-curricular activities
- Parents are directly involved in planning their child’s education through SEND reviews. This is when passports are constructed or adapted to make sure the needs of each student are individually catered for
- For those with an Education Health Care Plan (EHCP), there is also an annual review
What arrangements do you have in place in your school to consult with children/young people with SEN and how do you involve them in their education?
Young people are at the centre of the support process, they are invited to attend meetings as appropriate when their progress is being discussed. Their views are taken into consideration and they are involved in the target setting process and contribute to their student passports. Young people who have an Education, Health and Care Plan are formally consulted annually.
Young people’s views are taken into account via student voice consultations, student forums and person-centred reviews as well as through the student council.
What arrangements are in place for assessing and reviewing children/young people’s progress towards outcomes?
The review of progress for students on the SEND Register is not in isolation but monitored across the curriculum and in line with whole school monitoring and reporting systems. In addition, data such as whole school literacy testing, SEND assessments, reports from outside agencies, reports from teachers and key staff are taken into consideration. This information contributes to the student’s SEND reviews and student passports.
Progress data of all learners is collated by the whole school and monitored by teachers, pastoral staff, senior leaders and governors. All students progress is discussed at weekly RAP (Raising achievement & progress) meetings.
The school follows the Assess, Plan, Do, Review cycle as advised in the SEND Code of Practice as part of a continuous cycle of monitoring outcomes.
What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood?
Yr5/6 to 7: There is an annual Year 5 open evening for students and their parents to view the school. This will give a general indication as to the classrooms, resources, teaching resources and school facilities. There are also Y5 taster days in which the students will attend specially prepared lessons to get a feel for what learning is like at SGS.
Once it is confirmed the student is to attend, Yr 6 students have the additional opportunity to attend induction days. This provides the students with a sense of the school day and an opportunity to experience some lessons in most subjects that will be studied when they commence the academic year. This is followed with a welcome evening where yr6 students and parents are introduced to their Heads of Houses and meet their form tutors.
The member of staff responsible for transition visits the feeder Primary Schools. There is an opportunity for the Primary School to make the school aware of any SEND students and this information will be forwarded onto the SENDco. A transition meeting may then be arranged with the SENDco, they may also attend a review meeting or an EHCP annual review. This is to ensure that the individual needs of a student are discussed including what support has worked well in the school and how this can be transferred across and applied in the secondary sector.
Parents have a number of opportunities to discuss the needs of their child and any concerns about the transition with both primary and secondary school staff. Additional visits and a more personalised transition programme are arranged for students with more complex SEND or for those who are more vulnerable.
KS3 to 4: Great care is taken to guide students through the Options process and as part of the review process students and parents of students with SEND are provided with time to discuss their concerns. Parents are able to discuss the appropriateness of aspects of the Key Stage 4 curriculum in relation to their child's specific needs.
Post 16/18: When transferring between Key Stages students will discuss their options during their transition review meeting and an individual plan as appropriate will be put in place to support the students to make a decision that is right for them. Students and parents are encouraged to visit educational establishments and contact details of SEN provision are provided for establishments applied for. In the case of Exams Access Arrangements, students are provided with their Form 8 when appropriate with their exam results as recommended in the JCQ regulations, this allows students to inform the SENDco of their provision as soon as they start their course.
What is your School’s approach to teaching children and young people with SEN?
The vast majority of students with SEND are taught in mainstream lessons as part of our inclusive philosophy. There is an emphasis on high quality teaching being the first important step to meeting the needs of learners with SEND. To assist teachers with strategies for supporting students with SEND, student passports give adjustments in order to accommodate their needs beyond the normal differentiation that’s required to be made. These passports list any additional and different interventions/support strategies required to support learners. Some examples of additional and different provisions might include extra support through small group intervention on literacy, a time out arrangement whereby a student has a designated area to go to if needed, or modified resources. We modify the student passports during their SEN review, as our learners and their needs change.
Information on specific conditions such as dyslexia, dyspraxia, autism and ADHD is available in the SEND inclusion booklet. In addition there is a monitoring register of students who are making less than expected progress and being monitored for a period of time. A Medical register contains information for the classroom teacher for students with a medical condition and or disability who may need other provision within the classroom.
What sort of adaptations are made to the curriculum and the learning environment of children and young people with SEN?
Every teacher is required to adapt the curriculum to ensure access to learning for all in their class. Our teachers use various strategies to ensure access to the curriculum including:
- Differentiated learning objectives and resources
- Writing frames and scaffolded tasks
- iPads, laptops, chrome books or other alternative recording devices
- Mentoring buddy systems
- Positive behaviour rewards system
- Students may receive intervention, 1:1 or small group work, the aim of which is to transfer skills into mainstream lessons
- Some students with SEND require special exam access arrangements for internal and external examinations.
- Every effort is made to accommodate students with physical disabilities so that they can have as normal experience of school as possible. Students are supported on an individual basis to meet their needs.
What sort of expertise for supporting children and young people with SEN do you currently have in school?
In line with the schools SEND Policy, classroom teachers are provided with appropriate information and guidance about the special educational needs of students. Appropriate staff training will be offered to meet the needs of students within school.
Specialist support is sought if a pupil has a particular need beyond the expertise of the school. The school has a close working relationship with a number of local authority services. The Specialist Teaching Team (STT) team are used primarily for the identification of some learning needs including but not limited to Dyslexia. Assessments are also used to carry out exams access arrangement testing to ensure that students have the appropriately allocated additional time, reader or scribing to meet their needs during exams.
The School is able to access other specialist services including health, therapy and social care through its involvement in Early Help Assessment (EHA), Child in Need (CIN), Child Protection (CP) and Multi-Agency meetings. – Educational Psychologist, The Working Together Team, School Councillor, Healthy Minds and access to Child and Adolescent Mental Health Services (CAMHS) via the SENDCo and pastoral support workers and make referrals to the Community Paediatric Team.
How do you evaluate the effectiveness of the provision made for children and young people with SEN?
Monitoring progress is an integral part of teaching and leadership within Skegness Grammar School. The progress of all students, including those with SEND, is evaluated in line with the assessment and reporting calendar, through rigorous data monitoring.
The effectiveness of SEND Support is evaluated by staff, students and parents using the ‘assess, plan, do, review’ cycle to ensure a graduated approach. Before any additional provision is selected to support a student, the SENCO, teacher, parent/carer and young person, agree what they expect to be different following this intervention/support. If a learner has a Statement or Education Health and Care Plan (EHCP) the same reviews take place, but the EHCP will also be formally reviewed annually.
How are children and young people with SEN enabled to engage in activities available with children and young people in the school who do not have SEN?
The school provides a wide range of extracurricular and enrichment activities during lunchtimes and after school, all students have access to these and are actively encouraged to attend one or more.
Educational trips out of school are subject to risk assessments and appropriate steps will to be made to meet the requirements of students with SEND. Parents are invited to comment and contribute to the risk assessment.
How do you support children and young people with SEND to improve their emotional and social development?
A pastoral team is available to provide communication for students and parents. Staff can also raise concerns via the Pastoral team. Students with SEND are monitored closely by the pastoral teams as well as the SENDCO.
Behavioural issues are dealt with individually through a support card. The attendance officer is also available to consider attendance issues. Support systems are in place for addressing behaviour, avoiding exclusions and increasing attendance which is supported by a Report Card system. Parental involvement is the key to success. All pastoral issues are then overseen by the Heads of Houses.
SGS Bullying Policy states that bullying of any kind is unacceptable at our school. If bullying does occur, all pupils are encouraged to report all incidents which will then be dealt with promptly and effectively.
Specific members of staff are first-aid trained and help to manage the administration of medicines. There is a room for physiotherapy as well as a disabled toilet and shower facility at both ends of the school.
The views of students are taken into account via student voice and input in the Student Council which has representatives from each of the form.
Arrangements for handling complaints from parents of children with SEN about the provision made at the school.
The first point of contact for parents to discuss something about their child is the schools receptionist who is best placed to deal with the initial enquiry and inform the SENDCo. If parents are unhappy they can contact the Vice Principal – Mrs Walker who will be able to assist you with your complaint. Alternative please contact the Headteachers PA – Mrs Clarke to discuss further the complaints procedures. Alternatively the schools website has our complaints policy.
Lincolnshire County Council local Offer
A link to LCC 'Local Offer” can be found here: https://www.lincolnshire.gov.uk/childcare-and-family-support/special-educational-needs-and-disabilities/send-local-offer/
Parents/Carers of students with SEND might find the following whole school policies useful which are available on the school web-site
* SEN Policy * Behaviour Policy * Anti-Bullying Policy * Equality Policy *Accessibility Policy
Further support and guidance is available from:-
The SENDco at SGS is Gemma Jackson
Assistand SENDco Verity Moore.
Year 7 Catch Up Funding
Skegness Grammar School has utilised this funding on the Accelerated Reader Programme and a designated member of staff to run the programme.