SEN Information Report
Produced in line with the recommendations from the SEN Code of Practice 2014, Chapter 6
1: Special Educational Needs that are provided for: The school provides for students with a wide range of Special Educational Needs. The school is an Enhanced Mainstream School for students with autism. We operate an inclusive mainstream model of provision. Our students with Special Educational Needs are not taught separately from the mainstream.
2: Identification of students and young people with SEN, assessing needs and contact details of the SENCO
SENCO - Miss Alison Jones
Assistant SENCO - Miss Anna Wilding
Teacher in Charge: Enhanced Mainstream School - Joanne Pottage
Senior Advanced Teaching Assistants - to be contacted in the first instance:
Key Stage 3 (Years 7 - 9) Mrs Debbie Stoker
Key Stages 4 (Years 10 - 11) and Key Stage 5 (Sixth Form) to be confirmed
Staff can be contacted via telephone: 01423 866061
Identification of Special Educational Needs is made through:
The Learning Support Department uses a range of Standardised Assessments to clarify and identify range of needs across learning, social and emotional domains.
3: Arrangements for consulting parents of students with SEN and involving them in their child´s education
The school and department welcome contact from parents. Senior Advanced Teaching Assistants within the Learning Support Department provide an increased opportunity for parents to liaise with a staff member who knows their child well. We actively collaborate with Parents and Children Together (PACT) and host Parent Coffee Mornings.
Parents are invited to take a proactive role in participation at review meetings; where students have a Statement of Educational Need or an Education, Health and Care Plan formal consultations take place annually in line with the Code of Practice.
4: Arrangements for consulting young people with SEN and involving them in their education
Students are consulted using the Learning Support Student Council forum, student views consultation booklet and a DVD of student views. Some students are representatives on the North Yorkshire Flying High Consultation Group. Students are invited to attend meetings as appropriate where their progress is being discussed. Students who have a Statement of Educational Need or an Education, Health and Care Plan are formally consulted annually.
5: Arrangements for assessing and reviewing children and young people´s progress towards outcomes
Students´ progress is assessed and reviewed by school staff every 9 weeks through the Learning Cycle process. Where students have intervention programmes which are additional and different, student progress is reviewed by the SENCO and/or the Learning Manager in line with the graduated approached outlined in the Code of Practice.
6: Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood
Transition from Primary to Secondary School: The Head of Year 7, the Pastoral Support Officer for Year 7 and the Senior Advanced Teaching Assistant for Key Stage 3 visit primary schools and meet with staff and students. Staff from the Learning Support Department attend year 6 Annual Review meetings and CAF meetings. Autism Outreach locality meetings provide additional information for children on the autism spectrum. The Learning Support Department hold three additional transition days for vulnerable students and a coffee morning for parents. Students are invited to school in July to participate in the INTAKE days.
Other key transition points: individual discussions with students and parents; supported work experience; students are offered additional interviews with the Careers and Alternative Curriculum Manager; work experience monitoring; highly personalised transition planning based on individual student need. The school has established strong links with post- 16 providers including Harrogate College, York College, Askham Bryan College; Ripon Evolve and local work experience and apprenticeship providers.
7: The approach to teaching children and young people with SEN
In line with the revised SEN Code of Practice all students are included in lessons across the curriculum. Time limited specialist Intervention programmes are delivered based on individual need. Subject teachers plan lessons which are differentiated to help meet student need, with a focus on Universal Entitlement: Wave 1 provision.
8: How adaptations are made to the curriculum and the learning environment of children and young people
The majority of students follow a mainstream curriculum. Personalised adaptations are made according to individual need. Students with the highest levels of need may be taught within the Student Support Group for some lessons. The School provides facilities in line with the Disability Discrimination Act to meet the requirements of those students with more complex needs and is prepared to make reasonable adjustments according to individual student need.
9: The expertise and training of staff to support children and young people with SEN
The Learning Support Department has a high level of expertise and training. The SENCO and Teacher in Charge for Autism have a range of qualifications to BA(Hons) and BSc level in Education and Occupational Therapy, Specialist Teacher qualification for teaching students with Specific Learning Difficulties and Masters Level in Special Educational Needs and Special Educational Needs (Autism) Additional staff within the LS Department are qualified to Diploma level in autism, Emotional Literacy Support Assistant, NVQ levels 2 and 3; ELKLAN Speech, Language and Communication Programme.
Members of the Learning Support Department are qualified and experienced to deliver in- house training on a range of special educational needs to teaching and support staff.
Any additional specialist expertise is sought and secured from the wider North Yorkshire Specialist Network of services
10: Evaluating the effectiveness of the provision made for children and young people with SEN
The progress of all students, including those with SEN, is evaluated every 9 weeks thorough rigorous data monitoring.
The effectiveness of time limited Intervention programmes are evaluated by staff, students and parents.
11: How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN
All extra activities are open to all students. Where activities are provided for students with SEN, students without SEN are welcome to attend.
12: Support for improving social and emotional development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying
The school invests in a wide range of pastoral roles and Senior Advanced Teaching Assistants within the Learning Support Department whose remit has a focus on social and personal development.
SEN awareness and anti- bullying is incorporated into the whole school PHSCEE programme.
The Learning Support Department runs a ‘Good Morning’ Club and operates a Quiet Room for more vulnerable students. Support staff are available every break and lunchtime to meet with students.
Students with SEN are invited to join the Learning Support School Council group where issues concerning and relating to students with SEN can be shared and discussed.
Students may be offered a mentor with whom they can meet on a regular basis.
Assemblies which have an anti-bullying message and focus on individuals´ differences are delivered by Learning Support and pastoral staff.
Students participate throughout the year in fund raising activities to support associated charities
13: How the school involves other bodies in meeting children and young people´s SEN and supporting their families
The school has established strong links with outside agencies. We work closely with colleagues in education, health, social care and careers including agencies such as CAMHS, Disability Children´s Team, Local Authority Support Teams, The Prevention Service. Outside agency representatives are invited to play a role in the Annual Reviews of Statements and the conversions and review meetings relating to Education, Health and Care Plans.
If you have any concerns about the provision made for a student with SEN, the first point of contact is the Senior Advanced Teaching Assistant for the student´s Key Stage.
15: Local Offer
The school supports the Local Offer of the Local Authority. The North Yorkshire Local Offer can be accessed by using the following link: http://www.northyorks.gov.uk/article/26714/The-North-Yorkshire-County-Council-local-offer