SEND

SEND

‘All teachers are teachers of students with SEN&D’ (Code of Practice January 2015)

 Introduction

Aims

We recognise that many students may have additional educational needs at some time during their school life.  In implementing this policy we believe students will be helped to overcome their difficulties.

The Responsibilities of the Access & Inclusion faculty

Identification, Assessment & Recording

Categories of Special Educational Needs and/or Disabilities

Students needs and requirements fall into four broad areas:

Early Identification

 Assessment & Recording

The dissemination of information

Removing barriers to learning

Dyslexia
Autism Spectrum Condition
Delayed Coordination Disorder
Visual Impairment
Hearing Impairment
Speech & Language Impairment
Attention Deficit Hyperactivity Disorder
English as an Additional Language (EAL)

Resources and Support

– the review process for which they produce written reports as well as taking part in the review;

– liaising with subject teachers and pastoral staff;

– liaising with faculties to provide user-friendly examination papers and to supply appropriate exam access arrangements;

– advise on the suitability of texts.

Liaison with outside agencies

The faculty follows a multi-disciplinary approach to supporting students and the SENDCO liaises closely with the following services:

Educational Psychologist
Enhanced Mainstream Service (SPLD and Autism)
Prevention Team
Careers Advisors
Speech & Language Therapist
Advisory Service for Hearing Impairment
Advisory Service for Visual Impairment
College of Further Education
Children’s Social Care
CAMHS (Child & Adolescent Mental Health Service)
Occupational Therapist 

Admission arrangements

Rossett strives to be a fully inclusive school. We acknowledge the range of issues to be taken account of in the process of development. All students are welcome, including those with special educational needs and/or disabilities. (Please see our Admissions Policy for further details).

Monitoring the provision

Effective monitoring and evaluation of SEN provisions is dependent on the maintenance of up-to-date records. The following criteria are used to monitor the provision:

Parents

Students

Staff


The role of the  Governing Body

Responsibilities include:

The SENDCO will hold regular meetings with the SEN Governor and SEN issues will be discussed by the Governing Body.

In implementing this policy Rossett School is confident that all students should achieve their best, become confident individuals living fulfilling lives and make a successful transition into employment, further or higher education or training.

Links to other policies:

Approved:  June 2013

Review date: January 2016

Next review: January 2017

 

APPENDIX A:  What is the Local Offer?

This is information for parents/carers of children who may have additional educational needs and outlines how we meet these additional needs at Rossett School.

How are Special Educational Needs defined?

The new 2015 SEN (Special Educational Needs) Code of Practice has replaced the School Action and School Action+ categories with one “additional needs” category.

How does this affect provision at Rossett School?

Students who have significant needs, will be placed on a Special Educational Needs register. Students with lesser need, but still requiring support will be placed on an Additional Needs register. This support can either be on a temporary or a permanent basis, dependent upon individual need.

Both registers will keep a record of the interventions received and the outcomes of such. If the required progress is made, then the student will be removed from the register(s) but their progress will continue to be monitored.

A small percentage of students may be identified as requiring highly specialised support and they may be subject to an Education Health and Care plan (EHCP).  This plan will form a coordinated support package between Education, Health and Social Services. 

How is this achieved?

The Special Educational Needs Coordinator (SENDCO) coordinates all relevant support for children with SEN. This includes additional adult support, intervention, tracking and collaboration with outside agencies.

How is this support organised?

Our inclusive approach is based around the premise that any additional needs of students are, as much as possible, met in mainstream lessons with the other students.

A highly individualised approach is adopted by the teaching staff at Rossett. This means that the needs of students may be met in different ways. Teachers are trained to make suitable adjustments in both assessment of learning and delivery of lessons and it is rare that all the children in the lesson will be doing exactly the same work.

What does this look like in the lesson?

It is important when meeting individual needs in the lesson that students with additional or special needs are not specifically highlighted as such to others. Teachers at Rossett are highly skilled in this area and students are accepting that some students will approach a task one way, whilst others may address a similar task in a different way. Such strategies may include:

In addition, the SENDCO will provide the teachers with relevant and up to date information regarding individual students in the form of a document called a Provision Map. This document includes information about the needs of the student and recommended strategies which will allow teachers to meet these needs in the lessons.

Any updates to this document will be sent out to teachers in a weekly SEN Bulletin.

 For how long will these interventions last?

The simple answer is, for as long as is required. Often a student may just require a “boost” and once they are on track, the intervention will end. Some students will require support in some areas for their whole school career.

What services are available to school in the event that more specialist knowledge and input can be accessed?

Most needs can be catered for within school, however if external support is required there are a number of agencies we can work with. These include:

Will my child receive support in their exams?

There are a number of support arrangements available to students with high need in exams. These include:

If we feel a student requires special consideration in this area, specific evidence in the form of formalised tests must be gathered and application is made to the exam board.

How will I be informed about my child’s progress in school?

All students receive three reports recording their academic progress throughout the year. Each report will be followed by a teacher/parent consultation evening.  Students involved in the literacy intervention programme will receive an additional report regarding their progress in this area and have an opportunity to meet with their teachers who deliver this programme.

Interventions

A number of intervention strategies are used at Rossett:

Some of these interventions take place during the school day, some at break-times and after school to minimise disruption to learning.

How is information passed between primary and secondary school?

We have a carefully coordinated transition plan for the move between Key Stage 2 and Key Stage 3. We visit every primary school and meet both the students and their teachers. Each primary school is asked to supply both general and any SEN information before the student transfers to Rossett. The students will then visit Rossett in their final term at primary school for two full days. During this time we take great care to ensure that they have a positive experience. We also use this time to gather more information about each individual.

The special needs information is disseminated to teachers to allow them to make the necessary adjustments for each student upon arrival at the start of the year. This will ensure a positive and happy start for the new students. As we learn more about the students, this initial information will then be updated.

The Bridge

The Bridge is Rossett’s own inclusion area. It is an alternative learning area for students who, for whatever reason, are struggling in mainstream lessons. Some students may access the Bridge at regular times in the week over an extended period, whilst other students may follow a shorter more intensive programme. This provision is always seen as temporary, and students are returned to the mainstream lessons as quickly as possible.

The Bridge is staffed by Higher Level Teaching Assistants (HLTAs). They are multi-skilled and are able to deliver traditional lessons as well as specialist interventions in the following areas:

EMS SpLD

Rossett is an Enhanced Mainstream School specialising in Specific Learning Difficulties and supports 87 primary and secondary schools in the wider Harrogate area.  Support is delivered primarily through the specialist outreach team but also through Rossett becoming a centre of excellence in how to provide for the needs of students with dyslexia, dyspraxia (or Developmental Coordination Disorder, DCD) and dyscalculia in a typical mainstream school context. The focus is firmly on whole class teaching and learning. A series of projects have led to the award of the North Yorkshire Dyslexia Quality Mark and to the roll out of evidence-based practice to our client schools.

In cases where specialist input is required for students at Rossett School, the EMS team supports the Access and Inclusion faculty in a similar way to how it supports other schools. There is support through assessment and needs analysis, which then leads on to modelling, coaching and quality assurance of changes to provision.

What if I am not happy about a SEN&D issue related to my child?

Parents who require advice or wish to express some concerns should contact the school’s SENDCO who will endeavour to resolve any difficulties. If the matter remains unresolved parents should request a meeting with the Headteacher.  If parents are still concerned then contact can be made with the Chair of Governors.

Parents may also feel it useful to contact the North Yorkshire SEND Partnership Service. This is a free independent service provided by the Local Authority to offer specialist advice, guidance, support and information to parents of children with Special Education Needs and Disabilities (SEN&D) and for young people with SEN&D attending school in North Yorkshire. Our local representative is Ms J Edney (Parent Partnership Coordinator) – her contact details are below.

In addition, following the introduction of the new SEN Code of Practice, the service will now offer information regarding education, health and social care provision, for parents of young people up to 25 years and tailored support for young people who live or attend school in North Yorkshire.

The Service operates an open referral policy so that parents and young people can directly access the service by email and telephone.

Please click the link to see the North Yorkshire Local Offer:

http://www.northyorks.gov.uk/article/26714/The-North-Yorkshire-County-Council-local-offer

Please click here for details of the Local Offer.

Important Contact Details

Ms E Fazakerley
SENDCO
Rossett School
Green Lane
Harrogate
HG2 9JP
Email: efazakerley@rossettschool.co.uk
Tel: 01423 564444 ext 255

Ms H Woodcock
Headteacher
Rossett School
Green Lane
Harrogate
HG2 9JP
Tel: 01423 564444

Mr P Kilford
Chair of Governors
Rossett School
Green Lane
Harrogate
HG2 9JP
Tel: 01423 564444

SENDIASS Advice and Support Service

Tel: 01609 536923