SEN Information Report
Bowland High is an 11-16 years mixed mainstream setting. The school is committed to offering all students the best educational opportunities available. We aim to provide an inclusive education where all students gain opportunities to develop academic, social and personal skills within a caring, supportive environment. The school offers SEND provision to meet needs across the four broad categories of SEND:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Sensory and/or Physical
Our school is currently undertaking a review of the SEND policy to meet the new requirements for SEND in line with the new SEND Code of Practice effective from 1st September 2014.
The SENDCo is Mr Ian Machin MEd (SEN/Educational Psychology)
The objectives for SEND at Bowland High are:
- Provide a broad, balanced and personalised curriculum, promoting achievement
- Ensure all students participate and make progress with their learning
- Identify and assess student learning needs, provide appropriate interventions and monitor progress
- Ensure whole school responsibility for meeting learning needs
- Promote partnership and good working relationships, with parents, carers and all stake holders
- Undertake productive partnerships with all external agencies
- Promote independence as students move through school
Identification and Assessment of SEND
The school’s SENDCo manages a small team of Teaching Assistants, including two Senior Teaching Assistants.
The school uses a variety approaches to review and subsequently confirm the identification and assessment of SEND including:
- Liaison with primary/previous school
- Key Stage 2 data (including end of Key Stage levels)
- CAT scores
- Whole school tracking data
- Staff discussion forums
- Parental concerns
- Liaison with external agencies
- Confirmation of a diagnosed condition
- Standardised tests within key (core) areas of learning: reading, writing (including spelling), and basic numeracy
- Screening tests for Specific Learning Difficulties (Dyslexia, Dyscalculia)
A small number of students within school currently have a Statement of Special Educational Needs which confirms need. These students are due to have the Statement of SEN converted to an Educational, Health & Care Plan (EHCP) within an LEA scheduled ‘conversion window’ of 3 years (from 1st September 2014)
Two key assessment tools used by school to confirm difficulties in accessing learning are WRAT4 (Wide Range Achievement Test), used for the identification of difficulties in reading accuracy, reading comprehension, spelling and (basic) numeracy, and DASH (Detailed Assessment of Speed of Handwriting), used for the identification of difficulties with speed and legibility of handwriting and speed of processing. The school uses the results of these assessments (along with other assessment and monitoring procedures) to identify and confirm need and establish whether intervention is required.
A score of 84 or below on a standardised test is used as an indicator for intervention. Scores between 85 and 89 are used as indicator for SEND monitoring.
Identification and Assessment of SEND (cont.)
Where difficulties and an identification of need are confirmed, intervention work applies, and is subsequently undertaken. Intervention work is organised, either within small groups or on an individual basis. Students undertake interventions, confirmed within one or more of the four broad categories, and in relation to their specific area of need.
A school’s provision for SEND is defined as support which is additional to or different from that which is available to all students.
Where a student is identified as having SEND their name is included on the school’s SEND Register/Provision Map. The aim of any additional provision deployed is to develop knowledge, skills and understanding within the area of provision and subsequently remove barriers to learning. Students can be added to the SEND Register/Provision Map at any time, and can be removed should the intervention work suggest they no longer require the support that has been put in place.
School works in partnership with all external agencies (including parents) to discuss and review any issues in relation to the Identification and Assessment of SEND
Reviewing progress to agreed outcomes
The school will review the provision for a student in line with the SEND Code of Practice
School uses a variety of sources to evaluate the impact of provision including:
- Whole school tracking data
- Individualised assessment
- Liaison with parents/staff/external agencies
Within interventions, reviews of progress in relation to ‘baseline’ starting position are made.
Reviewing progress to agreed outcomes (cont.)
The school’s SEND governor, Mrs Helen Dakin, meets with the school SENDCo, Mr Ian Machin, on a regular basis to discuss any outstanding SEND issues, including reviewing provision, outcomes and progress. The SEND governor reports to the governing body on SEND issues at regular intervals throughout the year.
Students (and parents of those students) with Statements of SEN currently retain involvement in the Statutory Annual Review process where progress is reviewed in relation to a set of targets over the previous 12 month period.
Students (and parents of those students) with the SEND status ‘SEN Support’ are invited and encouraged to discuss any SEND issues as part of an ongoing 3 way process of communication via face to face discussion, telephone contact, email, home-school liaison book, and any other productive means of communication. Formal review meetings and meetings at Parents’ Evenings are used to review progress in relation to SEND Support Plans.
Support for most SEND pupils is reviewed at the point of entry to school, and subsequently confirmed through standardised testing and/or confirmation of a diagnosed condition. The latter two criteria are also used to confirm any newly established SEND cases.
At points of transition (Y6-Y7) and (Y11-Y12) the SEND department works alongside the external agency (primary school or college of further education) to promote smooth transition.
On entry to and exit from school, a transition plan is constructed in order to establish a consistent approach to meeting need and confirming continuity and consistency of support.
In conjunction with external agencies and School adapts curriculum and learning environments to meet the needs of SEND pupils.
The school operates an inclusive policy for SEND combining the provision of support to students in class, whilst also addressing the individual student intervention based need through individual and/or small group work.
SEN Support (cont.)
Within class, members of staff work alongside Teaching Assistants to differentiate work according to personal needs and ability levels. CPD is used to support staff as part of this process.
Each student has an SEND Support Plan which outlines details of the support/provision confirmed. Intervention in the form of support in class is offered to meet students’ needs. Support is offered by a team of Teaching Assistants operating from SEND and/or other curricular bases.
Outside of class, intervention packages are planned to meet the needs confirmed through the process of identification and assessment.
Adaptations to the curriculum
The school offers a diverse range of curricular options including a wide choice of academic and vocational studies which are accessed within school itself or through external links with cluster schools, further education establishments or local community environments.
The school differentiates the curriculum (for students with SEND) by task and outcome, or through access to appropriate support and specialist resources. Outside the mainstream classroom, differentiated intervention approaches are delivered either in groups or on an individual basis.
Teaching Assistant support is a central strand of SEND provision within the classroom. Teachers and Teaching Assistants work together to meet the needs of SEND students. SEND support strategies are confirmed as part of classroom routine and are replicated for all assessments, including external examinations. SEND department staff, teachers and the exams and assessment coordinator work together to secure appropriate access arrangements for all SEND students.
Decisions about support strategies are discussed with students, parents and any other relevant staff. Parents are informed of confirmed SEND arrangements and involved in any subsequent decision making as part of the assess, plan do and review process.
Extra curricular activities and opportunities
The school offers SEND students access to a wide range of extra curricular activities and support staff are available to assist access to these activities where required.
SEND students have the same opportunity as other students to access educational visits. Parents of SEND students are fully involved in any decision making in relation to fine details of support required for SEND students accessing Educational Visits.
Additional support including support provided by external agencies
During the less structured periods of the school day i.e. break and lunchtime, SEND support staff are formally timetabled to meet the support needs of SEND pupils who require this type of support. SEND support staff are also available at this time to provide support for students who may require support on a day to day basis. SEND support staff also liaise on a daily basis with parents of SEND students who are picked up or dropped off at school.
SEND students also have access to a ‘package of care’ provided by pastoral staff, the school’s Learning Mentor, and any specialist external agency support required to assist in the development of a student’s social and emotional needs.
The school nurse, and other medically trained staff, support school to assist in maintaining medical procedures and providing the relevant training required to support the health needs of SEND students. Any student medicines are stored appropriately and securely centrally in school and are administered where required in accordance with the student’s Health Care Plan.
The pastoral team and learning mentor work together, along with all teaching and support staff, to promote good behaviour (including avoiding exclusion) and good attendance.
Assessing the effectiveness of SEND provision and reporting to Governors
The SEND department evaluates provision through a variety of means including:
- use of tracking data
- formal assessment procedure (use of standardised testing)
- formal review meetings/discussions and parental response
- annual evaluation of public examination results for SEND pupils in relation to targets and performance of all pupils
Mr Machin (SENDCo) meets, on a regular basis, with the school’s SEND governor Mrs H. Dakin. Each time a meeting is a staged a report on SEND issues is produced and used to report back on SEND issues to the governing body.
Staff experience and training
All staff have access to a CPD schedule at a dedicated time each week which includes training in raising SEND awareness and addressing SEND issues within school.
SEND support staff within school are an experienced team and include support staff with specialist experience and a specialist support role. SEND support staff have their own CPD schedule which includes access to specific SEND based training organised to facilitate further development of effective support for students.
External agency support
School also has direct access to a wide range of external agency support services including Educational Psychology, Specialist Teaching, Speech & Language Therapy, Occupational Therapy, Physiotherapy, Social Workers and Young People’s Service.
Almost all areas of school are physically accessible to physically disabled SEND pupils. All areas of school are physically accessible for wheelchair users, and a specialist disabled changing room, and specialist toilet facilities, are also included on site. The school has a number of designated disabled parking bays.
Physical access (cont.)
External agencies like Occupational Therapy and Physiotherapy work together with parents and school to identify any relevant specialist resources required to support SEND students.
Parent & pupil communication
There is an ongoing day to day process of communication/liaison with parents achieved through a variety of communication sources. Parents are updated about the progress of individual SEND students and fully involved in any related SEND decision making issues through the review procedure with the relevant staff. SEND issues are also discussed routinely at Parents’ Evenings.
Students are actively involved in discussing SEND issues, assessments, support, other aspects of provision and progress in relation to their own needs. These discussions take place on a day to day basis in school and as part of the formal review procedure. Where SEND students find it difficult to express their opinion, they are supported in doing so by SEND support staff.
The school council has SEND representation and SEND students are actively involved in discussing school life and making decisions with fellow peers in relation to ‘pupil voice’ within the school.
Support at points of Transition and Transfer
The SEND department at school also works closely with Parent Partnership representatives to provide information to parents of new SEND students considering the school in terms of a student destination. This process is coordinated with Parent Partnership by means of initial communication and subsequent non-prejudicial visits to the school.
The SEND department at school also works closely with post 16 establishments, including colleges and training providers to secure a smooth and effective transition to a post 16 environment. The school’s Extended Learning Coordinator and representatives of the Young People’s Service, are actively involved in this process, with all parties working together to secure effective transition.
Any parental concerns in relation to SEND issues are addressed in the first instance by SEND support staff and/or the SENDCo Mr Machin. Any formal complaints are addressed in writing in the first instance to Mr Machin.
The school’s website includes a link to the LEA ‘Local Offer’, including the school’s contribution to the authority ‘Local Offer’.