SENCO – Fiona Hargreaves
Contact Telephone: 01472 851250
Contact Email: email@example.com
Local Offer Age Bands: Secondary (11-16 years)
SEN Provision Type: Universal
The first point of contact for yourself or a teacher is your child’s form tutor. You can contact him/her by:
Your child’s form tutor will listen carefully to the reasons why you or the teacher feels your child may have special educational needs. Information from all of your child’s subject teachers will be collated and then considered by the Special Educational Needs Coordinator (SENCO) in liaison with the tutor and Head of Section. The form tutor will let you know the outcome.
If your child is referred for assessment, you will be contacted by the SENCO either by phone, email or letter in order to find out more detailed, specific information regarding your child’s individual needs. The SENCO will meet with your child and arrange to carry out an individual assessment, which will include gaining your child’s views and experiences.
The SENCO will contact you to discuss the assessment. This may be via a phone call or email. If you feel that you would like a face-to-face discussion, a short meeting will be arranged in school as soon as possible. The SENCO, together with yourself and your child, will decide whether he/she needs extra support in school. Decisions will be made based on:
If your child needs additional support, his/her name will be placed on the school Support Register.
Students on the support register are allocated a ‘key worker’. This is likely to be the SENCO or another member of the Learning Support Team. The key worker, in liaison with you and your child, will write a ‘Student Passport’ which will describe your child’s needs. It will include advice for teachers on how they can support your child in class and will be distributed to your child’s teachers, tutor and head of section. A plan will be drawn up as to how your child will be best supported in school. We will have a flexible approach based on the needs and views of your child.
In Key Stage 3, your child may access additional support such as:
In Key Stage 4 additional support may include:
In Key Stage 5 additional support may include:
Your child’s progress will be monitored by their key worker and the support they access will be regularly reviewed, in agreement with you and your child. If outside agencies are involved, we will work closely with them to ensure the best outcome for your child.
Every member of staff in school has a responsibility to support all students effectively. Your child’s tutor and Head of Section will provide pastoral support. In addition, your child may receive support from members of the Learning Support Team and/or, if appropriate, a school counsellor. The SENCO works closely with two learning support advisors. In addition, the school employs two part-time qualified school counsellors to support students with emotional needs. If appropriate, your child may also be supported by another student in the school such as:
Trained sixth-form counsellors
If your child requires more specialist support, other people may be asked to help us to support your child in school. This may be:
The views of our young people are very important to us. Your child may be involved in setting their own targets and monitoring their own performance along with subject staff, key worker and parents. There are a number of other ways in which your child will be able to give their views:
Subject teachers use a variety of inclusive strategies in the classroom such as:
Teachers will also take account of the strategies suggested on your child’s Student Passport and cater for individual needs as appropriate. For students with recognised writing difficulties, word processors are available in the English, History, RE and Geography Departments and facilities for printing off work are available in school.
Word processors can also be ‘booked out’ from the Learning Support Team on request and where appropriate.
You will be informed of your child’s progress, along with all students in school, in the following ways:
In addition to the above, your child’s key worker may wish to contact you about your child’s progress. You may also be invited in to school for SEN review meetings, where your child’s overall progress and specific targets will be discussed.
We will monitor your child’s progress in some or all of the following ways:
All activities and school trips are inclusive in nature; if your child wishes to attend a school trip, they may need some additional support with this.
Comprehensive risk assessments are carried out prior to a trip and an appropriate staff ratio is allocated. Thorough ‘trip packs’ are issued for staff involved. This will include information regarding your child’s SEN. For residential trips, parents’ meetings will be held before the trip to give you an opportunity to discuss any concerns or ask specific questions.
You may also contact your child’s key worker or trip organiser should you have additional concerns. You may be asked if you would like to support a school trip involving your child.
Although the position of the school and age of some of the buildings makes access and inclusion particularly difficult to some areas of the site, every reasonable step is taken to make provision for students with physical difficulties. The advice of professionals is sought and followed as required.
Before your child comes to the school the following process will occur
Transition within school:
Transition from school:
We highly value the support that you can offer in helping your child with their education. We would like to encourage you to: