For more information on our SEN please contact:Kerry Wade, Assistant Headteacher and SENCO: firstname.lastname@example.orgNatalie Harp, Inclusion Lead and non-teaching SENCO: email@example.com
Clifton Community School is a mainstream school which is affiliated with the Wickersley Partnership Trust.
Clifton Community School is dedicated to:
- Supporting all pupils to achieve their full potential and prepare them to be valued and qualified members of the community.
- Students with SEND are educated, wherever possible, in an inclusive environment alongside their peers to enable each student to reach their full potential.
- Providing a broad and balanced curriculum, relevant and differentiated, which demonstrates both progression, coherence and engagement.
- Ensuring all teaching staff share responsibility for the progress of SEND students in their care.
Our Mission Statement states:
‘We want to send every young person into the world able and qualified to play their full part in it’
How does the school know if student needs extra help with learning?
We identify and assess students with SEND as early and as thoroughly as possible using the Code of Practice 2015.
• We have close links with feeder primary schools to ensure information on Y5/Y6 students with SEND is shared.
• Parents/carers and students are fully involved in the identification and assessment of SEND, and that we strive for co-operation between all agencies concerned.
• We meet the needs of all students with SEND by offering appropriate and flexible forms of educational provision, by the most efficient use of all available resources.
• We maintain up to date knowledge of current SEN good practice and methodology in order to offer support and training in these areas to all staff in the school.
There are four types of Special Educational Needs and Disabilities (SEND), decided by the department for education:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory or physical
If a student has SEND, then their needs will fit into one or more of these categories.
A school’s provision for SEND is defined as support which is additional to or different from that which is available to all students.
At Clifton Community School we recognise that students make progress at different rates and not always in a steady linear pattern. Therefore, students are identified as having SEND in a variety of ways, including the following:
• Liaison with primary school/previous school
• The student performing significantly below expected levels
• Concerns raised by parent/carer
• Concerns raised by teacher/teaching assistant
• Liaison with external agencies.
• Consultations between class teachers and members of the leadership team where progress data is discussed.
• Health diagnosis through a paediatrician
• Diagnosis of a neuro-developmental disorder through CAMHS (Child and Adolescent Mental Health Services)
If a student is identified as having SEND then their name will be added to the SEND register, but we recognise that students’ needs may change over time and provision must reflect this. The aim of any additional provision is for the student to achieve age expectations, so once they reach this threshold they may be removed from the school SEND register. If they fall behind again at any point, then they may be added to the register again.
What should I do if I think my child had special education needs?
Contact the school directly to discuss any concerns you may have. Mrs Kerry Wade (Assistant Headteacher and named SENDCO) or Miss Natalie Harp (Curriculum Support Manager are available on 01709 515005 or firstname.lastname@example.org or email@example.com
How will school support my child?
Our Assistant Head Teacher and Curriculum Support Manager oversee all support and progress of any child requiring additional help across the school.
The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made. Sometimes, some students require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. Then, the Assistant Head Teacher and Curriculum Support Manager are responsible for organising intervention for an individual or small group of students, which might include one of these provisions, for example:
- Additional adult support in the classroom – TAs could be deployed to offer your child extra support in the classroom
- Timetabled interventions – Intervention takes place for students who require extra support with English and Maths. This could be Read, Write, Inc (Fresh Start), Step Up, Reading, Numeracy or ESOL (English as a Second or Other Language) for EAL learners.
- One to one sessions– when students comes out of some lessons for pre-arranged sessions with Mentors/TA’s on, for example, handwriting, reading, numeracy, study skills, organisation skills, social skills, etc.
Curriculum Support will track the support your child is receiving and evaluate the success of any interventions regularly.
Some children are given a keyworker who work with students identified as needing additional individualised intervention. Keyworkers meet as a minimum on a half termly basis with the student to review progress and set SMART targets as well as providing staff with specific strategies to address the needs of the student.
Within Curriculum Support, we offer the following interventions:
- Students who access CS1 are likely to have been withdrawn from an option at KS4 or a specific lesson at KS3 and this space offers them extra time and support to work on other subjects that they may be struggling with.
- CS1 also offers homework club every night, where students are welcome to come along and receive extra support in completing their homework.
• CS2 is designed to support our young people with the highest levels of emotional need. It is a multi-sensory space where students can withdraw to for periods of time to focus on their social and emotional well being.
- Students may access Personalised Learning to complete their Phonics lessons, where the full Read, Write, Inc programme is delivered.
- Students also access Personalised Learning for short spaces of time, where they will be withdrawn from a subject to receive additional support with handwriting, reading, numeracy, study skills or organisation skill.
Autism Support (CS4)
• Daily support in terms of before school, break and lunch times and after school for ASC students to access a quiet place.
• 1:1 crisis support for students who are suffering anxiety or need a quiet place to calm down where students who are suffering extreme anxiety can be kept safe and be allowed to calm down before returning to lessons.
• Identified students have been issued with the traffic light card system
• Building positive relationships with parents
• Autism social groups where students can meet other students who have autism and can discuss and share personal experiences as well as undertake a defined programme of work designed to support social aspects in partnership with the Autism Communication Team.
• Keywork-identified students to help keep them on track and succeeding in lessons. This includes a personal profile that all staff in school can access.
• Communication with teachers to ensure the appropriate measures and reasonable adjustments are in place for these students.
• Access to CS4, which is an Autism specific learning environment.
Furthermore, the Curriculum Support department collaborates with other specialist departments in the school including:
English and Maths Faculties
Further to other intervention in school the department works with students on specific areas of learning difficulties which are not addressed via other literacy interventions in school. This is through timetabled lessons and withdrawal from classes, in which students work through a programme of personalised learning to help accelerate their progress.
• Where needed a Key Worker is assigned to support, set targets and advocate on behalf of the student.
• Additional reading intervention is in place.
• Closely working with the Authority for advice, guidance and support. Resources provided.
• Profiles on students available to all staff.
• Lesson support from TA’s.
• Visual aids/key words.
• Close liaison with the authority
Heads of Year and Student Pastoral Team
Head of Year oversees student academia and progress for an assigned year group.
The department is staffed by 5 Student Pastoral Managers and is responsible for the development and progress of all students and is particularly concerned with pastoral matters. In collaboration with the Head of Year the team is responsible for dealing with day to day matters, working closely with parents and liaising with external agencies to ensure students can access their education. Any Safeguarding issues are passed on and dealt with by our Safeguarding Team.
Working alongside the Student Pastoral Team department is the Attendance Office, responsible for the monitoring of attendance of all students, chasing up absentees and tackling persistent absenteeism.
How are the school governors involved and what are their responsibilities?
The Governing body review the progress of SEND students as part of the whole school data review that takes place on an annual basis. This allows the Governing body to assess the success and impact of the school on SEND students.
The Link governor for SEND is Maxine Crawford who monitors the provision for SEND students in school on a termly basis through Governing body meetings and link meetings with Kerry Wade.
How will the curriculum be matched to my child‘s needs? What are the school’s approaches to differentiation and how will that help my child?
Most students’ needs are met through good teaching in the classroom; by providing differentiated learning opportunities, grouping by ability and accommodating diverse learning styles. The learning styles of students, teaching environment, teaching style, tasks and activities are taken into account when addressing SEND. This is supported by additional information to staff to meet whole class interventions and ensure that each individual student is making progress. Staff are involved in regular training to keep them up to date with any changes to student needs. All students with SEND have a pupil profile that is shared with staff with personalised information about how best to support their learning.
At Key Stage 4 students choose from a range of GCSE and BTEC courses, which help to prepare them for the next steps in their education, be that college, apprenticeships or work. Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions.
The Curriculum Support department runs a breakfast and homework club every day before and after school and the department is open and accessible every break and lunch time too.
How will I know how my child is doing and how will you help me support my child‘s learning? What opportunities will there be for me to discuss my child’s progress?
Communication with home is very important to the school and we try to promote good communication between all members of staff and parents/carers. The Curriculum Support Department is open from 8am – 5pm every day and can be contacted by calling 01709 515005 or emailing firstname.lastname@example.org or email@example.com
Planned arrangements for communicating between school and home include:
- Each year group has at least one parents’ evening each year, when all subject teachers are available to meet with parents/carers and discuss progress and learning. The Curriculum Support Department are available at every parents evening.
- There is a form tutor evening in early October to give all parents the opportunity to meet their child’s form tutor and establish positive pastoral links.
- Each year group has a report programme, which includes at least three progress checks for key stage three (current levels of attainment) and six progress checks for Y10 and 7 for Y11 (predicted GCSE attainment). Each student receives one full report including subject specific reports, tutor report and head teacher report (alongside current levels of attainment). These are sent home to parents/carers and provide a basis for discussion about progress in different subject areas.
- If your child has an Education, Health and Care Plan (EHCP) then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by the SENDCO and attended by parents/carers, teachers and outside agencies involved in the student’s education.
- We endeavour to set up a support plan for all students with SEND and to conduct a termly meeting to review progress towards the targets set within that plan too.
How does the school know how well my child is doing?
At Key Stage three, data collections occur several times a year. At Key stage four data collections occur more frequently over the year. Effort grades and current attainment grades are reported to parents/careers.
Mrs Wade meets with necessary colleagues to discuss the progress of students and implement any necessary interventions following each data collection. Keyworkers meet with students and set SMART targets which are reviewed at least half termly.
The impacts of intervention programmes are reviewed in line with the data collections and in cases where students are not making the expected progress the intervention is adjusted where appropriate.
The Curriculum support department maintain regular contact with teachers to monitor the progress of SEND students. There is regular monitoring of the Cause for Concern (CFCs) and Cause for Praise (CFP) and any concerns that arise are dealt with quickly, liaising with the head of year and other departments in school.
What support is available for my child’s overall wellbeing? What is the pastoral, medical and social support available in the school?
Heads of Year and Student Pastoral Team
Head of Year oversees student academia and progress for an assigned year group.
The department is staffed by 5 Student Progress Managers and is responsible for the development and progress of all students and is particularly concerned with pastoral matters. In collaboration with the Head of Year the team is responsible for dealing with day to day matters, working closely with parents and liaising with external agencies to ensure students can access their education. Any Safeguarding issues are passed on and dealt with by our Safeguarding Team.
Students Care plans are shared with appropriate staff and the school participates in any review of these plans. Students who have long term illnesses that impact on their education are supported through the learning mentors and the curriculum support department on an individualised basis, therefore parents are encouraged to contact the school to discuss any concerns they have. Medicines can be stored with our Health Care Professional, Miss Kirsty Chambers and any medical concerns should be discussed with Kirsty by calling 01709515005 or emailing firstname.lastname@example.org
Staff are trained in moving and handling procedures and provide support in practical and physical lessons. Ramps and lifts to access upper floors are available in school. Physiotherapy will be given to students with specific plans in the medical rooms.
What support if there for behaviour, avoiding exclusion and increasing attendance?
The school has a clear behaviour policy which can be found on the school website and in student’s personal planners. Students who are disrupting lessons can be expected to be removed from the classroom and sent to Sanctions. A range of interventions are employed to address poor behaviour and encourage students to become self-managers of their own behaviour.
Ways in which we praise students:
- Cause for praise
- Postcards & letters home
- Positive phone calls
- Award assemblies
Ways in which we sanction students:
- Causes for concern
- Sanction room
- Fixed term exclusions
- Meetings with School Governors and SLT
- In rare cases Permanent Exclusions are sought
Working alongside the Student Pastoral Team the Attendance Office is responsible for the monitoring of attendance of all students, chasing up absentees and tackling persistent absenteeism.
How will my child be able to contribute their views?
Students who work with a key worker have the opportunity to discuss any concerns and set targets to help them to improve their effort and attainment in school. Furthermore students are encouraged to speak to any member of staff if they wish to make their views heard.
Students with EHCPs are encouraged to have an active involvement in the annual review process where appropriate.
Students with SEN support plans are also spoken to about their views termly and their plans are updated accordingly.
What specialist services and expertise are available at or access by the school?
We have links with all support services provided within our Local Authority and their support is called upon when needed.
The following services/agencies are available to school:
- Educational Psychology service
- Hearing Impaired Service
- Visually impaired Service
- Autism Outreach Team
- Education Welfare Services
- Social Care
- Health Services
- Child and Adolescent Mental Health Services (CAMHS)
- Integrated Youth Support
- Various parent/carer support service
- Vocational Training Providers
- Learning Support Service
- Others as deemed appropriate
What SEND training have the staff had or are currently having?
All teaching staff receive training on meeting the needs of SEND students from school based specialist staff. New staff to school receive training to ensure they are meeting the needs of the students. When necessary, meetings with individual teachers are held to give information on meeting the needs of specific students and individuals.
How will my child be included in activities outside the classroom including school trips?
All students are entitled to be included in all parts of the school curriculum and we aim for all students to be included on school trips. We will provide the necessary support to ensure that this is successful.
A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a student to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
How accessible is the school environment?
The school has access to disabled toilets and changing facilities and relevant staff are trained in moving and handling procedures. Lifts and ramps are available. Students with mobility needs are accompanied by a member of staff, if necessary, to enable access around the building and receive passes to leave lessons early where appropriate to safely move around the building.
How will the school prepare and support my child when joining the school and transferring to a new school?
The transition lead all Annual Reviews for Y5/Y6 pupils with EHCPs and Y6 reviews for those pupils who have a Learning Support Programme. We collate comprehensive objective and subjective information on all vulnerable students and those with SEN and this informs our provision for their education at Clifton School. Parents of Year 6 students are invited to a Transition Parents’ Evening and are given the opportunity to discuss any concerns and meet with members of the support team. Identified pupils are also offered extra transition support in the form of visits to the school and transition activities from January to May half term of Y6.
We carefully plan Y9 transition and options with SLT, parents/carers and students. All Y11 pupils receive information and guidance about Post16 options and support to access these options where necessary. Students that require additional advice are supported by their keyworker and mentors to identify early their career aspirations and support them to achieve these. Where needed referrals to the IYSS team are made to support early post 16 transitions.
How are the school‘s resources allocated and matched to children’s needs?
The Curriculum Support Department receives an annual departmental allowance to cover the costs of materials, books and apparatus. It is the responsibility of the faculties within school to delegate sufficient resources to special needs within their own subject areas. Funding by the local authority for SEN is based on a formula which takes into account:
- The number of students on roll.
- The prior attainment of pupils at the school
This funding is used to support all pupils with SEND whether or not they have an EHCP. The needs of individual students are assessed within the school’s monitoring systems and resources are deployed according to need. Needs may be met by in class support or by intervention programmes delivered individually or to small groups on a withdrawal basis. A very small number of pupils who are identified as having significant needs are allocated special funding by the Local Authority (Exceptional Needs Funding). The school is responsible for ensuring that this funding is used to the benefit of the individual concerned.
How is the decision made about what type and how much support my child will receive?
Our provision is arranged to meet our students’ needs, within the resources available. This approach reflects the fact that different students require different levels of support in order to achieve age expected attainment.
The SENDCO and Curriculum Support Manager consult with subject teachers, Heads of Faculty and Heads of Year, as well as with support staff, to discuss the student’s needs and what support would be appropriate.
There are on-going discussions with parents/carers for any student who requires additional support for their learning.
How do we know if it has had an impact?
- We see evidence that the student is making progress academically against national/age expected levels and that the gap is narrowing – they are catching up to their peers or expected age levels
- Evidence that students are making progress socially and emotionally
- The student is achieving or exceeding their expected levels of progress
- Verbal feedback from the teacher, parent and student
- Formal or informal observations of the student at school
- Students may move from the SEND register when they have ‘caught up’ or made sufficient progress but they can be reinstated if necessary.
Who can I contact for further information?
SENDCO Kerry Wade: email@example.com
Curriculum Support Manager Natalie Harp: firstname.lastname@example.org
Who should I contact if I am considering whether my child should join the school?
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