Lea Manor High School SEND Information Report
At Lea Manor High School learning is our core business and our aim is for every student to make progress during their time here.
We aim to meet the needs of individual children through highly effective teaching and learning.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with children and their parents/carers, the SENCO, specialist teaching staff both within the school and external professionals such as speech and language therapists, occupational therapists and child and adolescent health services (CAMHS) to ensure that the school can meet a broad range of special educational needs.
We undertake a rigorous system of monitoring children’s progress, supporting academic achievement and person achievement by removing barriers to learning and use a wide range of strategies to foster a culture of lifelong learning and independent living skills for all children.
1. How does the school identify and organise support for children with special educational needs?
We identify concerns in a variety of ways which can include:
• Liaison with previous schools e.g. primary school
• Child performing below age expected levels
• Concerns raised by Parent
• Concerns raised by teacher e.g. social/emotional difficulties/ self-esteem is affecting performance
• CATS tests results
• Liaison with external agencies i.e. educational psychologist/ learning support service
A meeting will be held with the child’s parents/carers to discuss concerns. A plan of action will be implemented to provide the relevant support to meet the child’s needs. Examples of this support may include:
In class support
The SENCO co-ordinates all the relevant support for students with Special Educational Needs. This includes:
• Additional support
• Tracking of progress
• Collaboration with outside agencies
The school has a specialist provision for students with Social Communication Difficulties. The students in this provision will have access to mainstream lessons as well as targeted individual support. To apply for a place within this provision the student must have a statement of special educational needs or an EHC plan and an application needs to be made directly to the local authority.
2. Who are the key people in the school available to discuss parental/carers concerns about their child’s difficulties?
SENCO : Miss Katy Farrell
SCD Provision Manager : Mr. Andrew Randall
Assistant SENCO - Mrs Sarah Richards
Senior Tutors & Deputy Tutors
Form tutors and class teachers are also available to discuss your child’s needs. You can contact them through the main school telephone number 01582 652600
There are also opportunities to discuss concerns regarding the child’s needs at the following:
• Learning passport reviews
• EHC plan/Statement reviews
• Parents evening
Students who have a key worker will have a termly review of their learning passport where targets and levels are discussed.
EHC plan/statement review meetings will be held annually
The school sends out termly reports with the child’s progress levels. This will identify your child’s comparing their current attainment level against their target level. You will also be informed of their attendance, effort, and attitude and extended learning.
Teachers/ support staff can ring or email to update parents/carers about their child’s progress at any time.
3. How will parents/carers be informed about a child/young person’s progress within the setting and how will his/her progress be measured?
Your child will be issued with a planner in which they will be able to record their attendance, punctuality and achievements. This will be given weekly and parents/carers will be able to check this.
Identified students can have access to have a home/school contact book in which messages can be written between the relevant people to discuss the progress of the child and any concerns that may arise.
Teachers and support staff are available to contact via email and the school’s main telephone number.
Parents can also be informed of their child’s progress in school via letter outlining the areas of improvement or development.
Those students who have a Statement of Educational Need/EHC will have a learning passport outlining the support required for them to successfully access the curriculum and achieve their potential. Targets will be set and reviewed termly by the student/ learning support assistant and parent/carer.
The learning passports will be overseen by the SENCO ensuring the targets are Specific, Measurable, Achievable, Realistic and Timescaled (SMART). The SENCO will organise review meetings for those students with EHC plans.
As a school we measure children’s progress in learning against National expectations and age related expectations.
The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.
4. What support will parents/carers receive if their child/young person has been identified as having special educational needs?
Parents will be kept regularly informed with how their child is progressing in school. The SENCO/Assistant SENCO can be available to meet with parents/carers to discuss concerns. The SENCO/Assistant SENCO can provide contact details for relevant support for the family in relation to their child’s needs.
Information from the local authority or support groups are given to parents/carers from the school and the school actively encourages parents/carers of children with SEN to participate in these groups where appropriate.
Parents/carers are involved in the planning and supporting of a child’s progress throughout the year. If a child has an EHC plan an annual meeting will be held to set targets for the coming year. Learning passport reviews are held half termly and telephone conversations, emails and home/school contact books are used to share information and discuss current matters.
5. What support is offered to ensure the wellbeing of children/young people with special educational needs and disabilities?
Every student has a form tutor and a Senior Tutor.
Students have access to a lunch table which is supported by learning support assistants; there are various break and lunchtime activities available to develop social skills. There is also a social skills groups for some students during curriculum time.
Students with medical needs have a care plan set up. We have several qualified first aid staff on site that can assist with administering medication in accordance with care plans.
There is a duty placed upon schools to reduce exclusions of all pupils and particularly those who are currently overrepresented in national figures. These include boys, pupils from some ethnic groups including Black African and Black Caribbean and pupils on the SEN register.
For specific details on our support and structure please refer to the school Behaviour Policy dated 2014-2015.
Our SEN students have regular progress reviews with their keyworker where they can give their views on how they are progressing in school.
Through termly reviews of their Learning Passports students and parents/carers also have the opportunity to suggest further strategies for progress and other support which they may need.
How does the school address bullying?
It is important that victims of bullying are supported. Being bullied at any age is traumatic. It is important that we a school community live up to our core values by offering support that is sympathetic, timely and effective. Please see the school Behaviour Policy page 42, section 7 for further details of how we do this.
6. How will teaching be adapted to support the child/young person with special educational needs?
It is an expectation of the school that all teachers will differentiate work in response to students’ individual needs. By doing this the student will be able to access the curriculum and achieve their full potential.
We adapt the curriculum in varying different ways depending on their individual needs, this may include:
• Allowing more time to complete a task
• Providing different levels of work dependent on ability
• Dividing students into sets dependent on their ability
All staff are trained in providing differentiation of work for students with special educational needs. This training is supported by the special educational needs co-ordinator (SENCO), Assistant SENCO and learning support assistants.
Progress of students is measured through:
• Regular progress meetings
• Termly reviews of learning passports
• Meetings with parents and carers
• Meetings with professionals and advisers who are involved in the students care
7. What different types of support can the child/young person receive in school? (e.g. small group or individual)
The support which may be offered within the school can include :
• Access to a Learning Support Assistant in lessons.
• Small group interventions in core subjects (English and Maths).
• One to one support in core subjects (English, Maths, Science).
• Specialist teaching in phonics to support literacy.
• Speech and Language therapy
• Anger management
We have a various members of staff in the school who hold a range of qualifications specific to students with special educational needs. These include :
• Online autism course.
• Moving and handling course.
• Outstanding Teaching Assistant qualification (OTAP).
• Speech and Language
• Early Reading Recovery programme
8. How will the school support your child/young person in unstructured times such as lunchtimes and playtimes and enable her/him to have access to after school clubs, school trips and journeys?
We offer a range of lunchtime and extra- curricular activities which are specifically geared towards our students with special educational needs. These may include:
• Homework club
• Extra literacy club
• Extra Maths club
• Games club
In order to access these clubs students with special educational needs need to apply for a place.
Parents/carers are contacted by letter or telephone regarding any activities or trips which there child may be involved in. They can contact the school at any time, asking for the special educational needs department if they have any concerns regarding trips or activities which their child is involved in.
9. How does the school involve children/young people in decisions that affect them?
Through the use of Learning Passports students are asked their opinions and views on what would help them make progress. This is documented on the passport and all teachers and support staff has these so that they are aware of the student’s views. Learning passports are reviewed on a 6 weekly basis so this information can be updated in line with student’s opinions at this time.
Regular progress meetings are also held between students and their key worker. During these progress and aspirations are discussed.
Although this may be different for different age groups and individual pupils, settings can give examples of how pupils’ involvement can be supported in the setting e.g. use of one page profiles / ‘SEND passport’ developed with the pupil, use of multimedia self advocacy, collaboration with external professionals/charity/organisation promoting person centered planning, provision of an advocate to support involvement etc.
10. How are the schools resources allocated to support children/young people with SEND?
The SEN funding for the financial year 2015-2016 totals £745245 this is made up of:
· £284088 Top Up (Statement Funding)
· £309432 Prior Attainment Funding (low cost high incident SEN funding for students that do not achieve level 4 in English or Maths at Key Stage 2)
· £124225 English as an Additional Language (EAL) funding
· £27500 Catch up Premium (For year 7 Students that don’t achieve level 4 in English or Maths at Key Stage 2)
· £745245 Total
The SEN funding for SEN is allocated in the following ways:
· Special Educational Needs Coordinator (SENCO) to oversee the teaching and learning of SEN students including attainment, achievement, social and behavioral development
· A large team of Learning support Assistants (LSA) to provide one to one support for those students with an educational healthcare plan (EHCP)
· English and Maths teacher for targeted support and one to one tutoring
· EAL support including a Teacher of English as a Foreign Language (TeFL) and Learning Support Assistants (LSA)
· Learning resources including specific resources to meet individual needs linked to disabilities and as identified in the EHCP
· Local Authority service level agreements including; Educational Psychologist and SEN Advisory Team
· Behavioral and Pastoral support through a team of non-teaching tutors
· Specialist provisions for support e.g. Active Support, ACE, Eden Therapeutic and On Track Education
The SENCO has overall responsibility for the SEN provision and reports back to staff, governors, parents and other key stakeholders on progress.
Funding is allocated based on the individual needs of the students.
Those students with an EHCP receive support from a LSA which is funded via the Top-Up funding. Where specialist support is needed the student may be referred to a specialist provision this is dependent on the needs of the individual student and the capabilities of the support structures that are in place at the school.
EAL funding provides a dedicated teacher and LSAs to help those students with English as an additional language access the curriculum. Support is provided through LSA support in lessons and targeted English lessons.
11. What services external to the setting/school/college can provide support to children with SEN?
The school maintains links with the following services from Luton Education Authority:
• Alternative Learning and Progress team
• Service for the Visually Impaired
• Service for the Hearing-Impaired
• Speech and Communication Service
• Education Psychology Service
• Parent Partnership Services
• Autism Spectrum team
These services may be used to support the school with the child’s learning and mental/social and emotional wellbeing. They may undertake observations and assessments of the students to provide appropriate strategies for supporting the child to make progress.
They may also attend meetings with professionals and parents to provide professional advice. The SENCO/ Head of Year will liaise with these professionals when students are identified as needed external support. This can be done through meetings, emails and reports.
12. How are staff in the school supported to work with children/young people with special educational needs and what training do they have?
We have had many training sessions for the staff at Lea Manor to ensure the relevant and appropriate support is provided to students with SEN. This includes:
• Moving and Handling
• Outstanding teaching assistant Programme
• Speech and Language
• Behaviour Management
New colleagues working with the Inclusion department are given a full induction to support them in working with students with SEN. This includes a mentor and shadowing outstanding learning support assistants.
Teachers are provided with training on specific needs, differentiation and other areas of SEN during INSET days and other available training opportunities. Information is shared through regular team meetings and staff briefings relating to policies and practice. Training has been provided
by the Local Authority and external providers on a range of areas relating to SEN. Examples of external providers include:
• Learning Support Service
• Autism Team
• Safeguarding Team
• Educational Psychology Team
13. How will the setting support the child/young person in moving on to another school or college or to the next key stage in their education or life?
For students who transfer from KS2 to KS3, the SENCO visits or telephones each feeder school prior to transfer, or earlier if students are identified as needed additional visits.
Year 6 Students will be invited to attend additional transition visits which help them to become more familiar with the school and help settle them into their new school life. Sessions are facilitated by Learning support assistants to familiarise the students with the KS3 curriculum and the format of the school day.
For students with an EHC plan, an annual review meeting is usually scheduled by the feeder primary school in which the Lea Manor SENCO will attend to implement targets for their transition to Lea Manor. Professionals involved with children with an EHC plan usually attend these meetings and will feedback information to us they feel is relevant to ensure a successful transition to Lea Manor.
For students transferring to post 16 education,(with an EHC Plan) links are maintained with the SEN Co-ordinators at the 6th Form College, Barnfield College and Dunstable College. The Local authority transition team will become involved when a child is in Year 9 at Lea Manor. They will support the child, school and family with their options for GCSE’s, identifying suitable post 16 provision and any other areas relating to post 16 education. The current transition liaison for Lea Manor High school is Ekow Cooper. He can be contacted via the Luton Local Authority. Information that is usually passed between the feeder schools and Lea Manor can include:
• Up to date curriculum levels (National Curriculum/ GCSE’s/ Entry Levels)
• Copy of EHC plan+ Learning Passports (IEPs)
• Copy of professional’s report e.g. Educational Psychologist report
• Information regarding Access arrangements for examinations and assessments
• SATs KS2 data and CATs test results
• Attendance data
• Log of achievements / behaviour
We will ensure that the transition team is fully aware of the needs and requirements for the young person moving on from Lea Manor. We will give them opportunities to visit colleges and other post 16 provisions i.e. taster days to try out prospective courses and familiarise themselves with the setting.
14. How accessible is the setting/school/college environment?
The school building is accessible from all entrances for wheelchair access. A lift is available for those with physical disabilities to access the upper level. A key is given to each individual that requires lift access and it is their responsibility to ensure this is kept safe. For those children who are unable to use the key to open the lift then a member of staff can be available to assist them.
Hoisting equipment is available in the 1st floor disabled toilet to ensure personal care for those with complex disabilities are provided for. Trained members of staff are available to assist with the personal care of these students when needed.
There is a physiotherapy room available for those children who require physiotherapy within school time. Trained members of staff will undertake this therapy. We have a store room available for wheelchairs, standing frames and other equipment required for those with disabilities and/or medical needs.
If your child has a visual/ hearing impairment, we would recommend you contact the SENCO to discuss your child’s needs on an individual basis to ensure we can provide the right support.
If the parent/carers first language is not English, we can arrange for an interpreter to translate where necessary.
15. Who can parents/carers contact for further information at the early years setting/school/college?
The first point of contact for a child with Special Educational Needs will be their allocated key worker. Parents/carers will be notified of their child’s key worker at the start of a new academic year, and should changes take place they will be notified at the earliest possible opportunity.
Should the key worker be unavailable or the child not assigned a key worker the SENCO is available to discuss any concerns/issues. Meetings can be arranged with the SENCO where necessary and the best form of contact is through the school office on 01582 652600.
If you feel your child has an unidentified special educational need then the SENCO or Assistant SENCO would be the first point of contact in order to develop a plan for ensuring that the relevant process is followed to meet the needs of your child.
When professionals become involved with the child, they are also available to contact to gain further information, discuss concerns/needs regarding the child. These can include the Special Educational Needs Assessment Team, Special Educational Needs Services, and Educational Psychology service.
The parents/carers should contact the Luton Local Authority Admission Team should they wish to place their child at Lea Manor. If the child has an EHC plan then they can also contact the Special Educational Needs Assessment Team (SENAT) on 01582 548139.