Inclusion & SEN

SEN local Offer

Swanshurst School believes that all children with special educational needs and disability should have their additional needs addressed in a fully inclusive environment and that they should have the greatest possible access to a broad and balanced education including access the National Curriculum. This will enable these children to be included successfully in a lifelong learning process enabling them to fulfil their potential as a confident, resilient and constructive members of society. We adhere to the Equality Act of 2010. A copy of the Accessibility Plan can be found on our website.

Does the school have a Special Educational Needs co-ordinator and how can they be contacted?

The Special Educational Needs Coordinator is Mrs Rachael Hanvey who can be contacted via main school reception on 0121 464 2400 or via email at enquiry@swans.bham.sch.uk. Appointments are available upon request for parents / carers to discuss the needs of their child and the provision that they need. The SENCO and Learning Support team are also available via appointment at parents’ evenings.

How does our school identify and assess Special Educational Needs?

We use a graduated approach to identify and assess possible SEN. Steps in this process include:

  • Information from their previous school
  • Regular liaison with Form tutor and pastoral team
  • Assessments that produce standardised scores for reading and reading comprehension (NGRT).
  • Whole school progress tracking data
  • Observation of pupil in the classroom
  • Teacher concerns regarding progress and performance in assessments, literacy or numeracy skills, relationships with peers, communication difficulties or other specific language difficulties or their social skills.
  • Parental concerns over progress, literacy and numeracy skills, self-esteem or other concerns noticed at home
  • Pupil concerns about aspects of their learning and progress
  • Further assessment and analysis of reading, spelling, phonics, vocabulary, working memory, processing speed and writing.

Where there are concerns about a possible SEN, pupils are referred to the SENCO and the Learning Support Team for further investigation. Pupils and parents / carers will be informed at each stage about what is happening and what it means. Where necessary, parents / carers may be asked for permission for their daughter to see an external agency for advice or to assist in identifying an SEN.

What kinds of Special Educational Needs and Disability (SEND) does Swanshurst School provide for? 

Swanshurst School makes provision for a wide range of SEND. The table below outlines provision made under the four broad areas of need as described in the Special Educational Needs and Disability Code of Practice: 0 – 25 years, June 2014

Types of need and what that could look like

Examples of support in our school

Cognition and Learning
Pupils with cognition and learning difficulties may learn more slowly than other pupils of the same age and may have difficulty with concentration, the speed with which they process information, learning and using new vocabulary or organising tasks.

Pupils may also have diagnosed learning differences such as dyslexia or dyspraxia etc.

Differentiated curriculum through Quality First Teaching.

Pupil Profiles detailing the barriers to learning faced by the pupil and strategies that could be used to support the pupil.

Writing frames and task boards

Small intervention groups for pupils with identified literacy and / or numeracy needs. Interventions include Fresh Start, Reading Buddies, Phonics books, word wasp, PiXL Phonics.

Numeracy support and Numicon

Paired Reading / reading buddies

Coloured overlays and coloured exercise books where visual stress has been identified.

Raising Achievement Assistant support in some lessons where needs have been identified

External Agency support: Educational Psychologist, Pupil and School Support, Speech and Language Therapist

Pre and / or post tutoring before or after school

Revision Support and Homework Club after school

Supported Curriculum for pupils identified as high need

Communication & Interaction
Pupils with communication and interaction difficulties may find it more difficult to communicate their needs than their peers.

They may also find it difficult to find the words they want to say or use in their writing.

Pupils on the autistic spectrum may also have difficulties with understanding language.

  • Differentiated curriculum through Quality First Teaching.

  • Pupil Profiles detailing the barriers to learning faced by the pupil and strategies that could be used to support the pupil.

  • Social interaction and communication groups

  • Lunchtime nurture groups

  • Level 1 Autism Training – all teaching staff including lunchtime staff

  • Level 2 trained Raising Achievement Assistant in Autism Awareness. (SENCO is level 3 trained and lead practioner)

  • Vocabulary Enrichment program

  • Pre and post tutoring in identified subject areas,

  • Raising Achievement Assistant  support in identified lessons

  • External Agency support: Educational Psychologist, Pupil and School Support, Communication and Autism Team

  • Consultation with Speech and Language Therapist

Social, emotional and mental health difficulties
This encompasses a broad range of difficulties, including diagnosed mental health difficulties and illness that may affect a child at various times throughout their education.

  • Pastoral support from Form tutor and Head of Year

  • Learning mentor support

  • Nurture Groups at lunchtime

  • Breakfast clubs before school

  • School Nurse

  • Mindfulness classes

  • Anxiety management support

  • Anger management support

  • External Agency Support: Educational Psychologist, Pupil and School Support, Child and Adolescent Mental Health Service.

Sensory and/or physical needs
Pupils with sensory and or physical needs may have a hearing or visual impairment or have physical need e.g. cerebral palsy,

External Agency Support: School Sensory Support

Sensory Audits

Risk Assessment & reasonable adjustments to school and equipment. Raising Achievement Assistant Support where appropriate

Ramps to enable accessibility to ground floor areas. Note that we are unable to offer wheelchair access above ground floor.

Specialist personalised resources including ear defenders, specialised rules and pens and weighted cushions.

Pass to leave lesson 5 minutes early to avoid crowded corridors and take time to get to lesson.

Support to access PE activities and access to alternative activities where appropriate

How is progress measured for pupils with Special Educational Needs?

Swanshurst School collects pupil progress data for every pupil on a termly basis, which is a generated from a combination of tests and class assessments. The SENCO reviews this data for SEN pupils termly and liaises with subject teachers as appropriate in order to adjust provision where appropriate.

Staff involved in additional provision will also produce progress data that is based on the skills and progress expected within an intervention or the support given. Again, this is reviewed termly so that support can be swiftly and accurately adjusted to meet the needs of the individual child.

The views of the pupil and their parents / carers are vital in assessing the impact of the additional support given and parents / carers are invited to discuss the progress of their child with the SENCO on a termly basis via questionnaires. Parents / carers also have the opportunity to discuss their child’s progress with subject teachers and a member of the Learning Support Team at Parent Consultation Evenings. Urgent concerns can be discussed by appointment with the SENCO.

What training do the staff in school have in relation to pupils with Special Educational Needs? 

Every teacher is a teacher of SEN. CPD sessions around Quality First Teaching are available for all teaching staff and a lesson observation schedule is on place across departments to ensure that Quality First Teaching is delivered.

Each department has an SEN advocate who attends regular meetings with the Learning Support team and feeds information about specific high need pupils back to the department as well as sharing best practice about how different needs can be met in the classroom.

In addition, specific CPD sessions about the different needs that pupils have made available for all staff on a regular basis:

  • Autism awareness – delivered by the Communication and Autism team and / or SENCO
  • Awareness of the impact of visual and hearing impairments in the classroom – delivered by Sensory Support Service and / or SENCO
  • Using Pupil Profiles to inform Quality First Teaching.
  • Differentiation for dyslexia
  • Differentiation for cognition needs
  • Training around identification of children who may need SEN additional support
  • Termly updates from Leaning Support Team around new initiatives and developments.

How does the school get more specialist help for pupils if they need it? 

Additional specialist support may be accessed from the pastoral team, SENCO, senior leadership team and SENCO. The table below shows the outside agencies that work with pupils within the school.

Agency or Service

Who they work with

How school can get in touch with them

Pupil and School Support (PSS) 

Any pupil as required, most usually pupils with cognition and learning difficulties or difficulties accessing the curriculum

Through SENCO

Educational Psychologist (EP)

Any pupil as required, most usually pupils with more complex learning difficulties, social, emotional and mental health difficulties

Through SENCO, Learning Mentors

Communication and Autism Team (CAT)

Only students with a diagnosis

Through SENCO

School Nurse

Any pupil with a medical need

Any member of staff

Child and Adolescent Mental Health Service (CAMHS)

Pupils with emotional, social or mental health difficulties

Through Heads of Years, Senior Leadership Team, Learning Mentors, SENCO, Parents / carers can also contact directly

School Sensory Support (SS)

Pupils with a visual or hearing impairment

Through SENCO

Allens Croft Childrens’ Centre

Pupils can be referred to Allens Croft if further investigation into Autism or ADHD or referral to a Speech and Language Therapist

Through Heads of Years, Senior Leadership Team, Learning Mentors, SENCO, Parents / carers can also contact directly

Family Social Worker

Pupils in families that have identified additional support  is required

Through Heads of Years, Senior

Leadership Team, Learning

Mentors, SENCO, Raising

Achievement Safeguarding

Coordinator Parents /carers can also contact directly

Social Services

Pupils in families that have identified additional support  is required

Through Heads of Years, Senior Leadership Team, Learning Mentors, SENCO, Raising Achievement Safeguarding Coordinator Parents / carers can also contact directly

LACES

Looked after children

Through Heads of Years, Senior Leadership Team, Learning Mentors, SENCO, Raising Achievement Safeguarding Coordinator. Parents / carers can also contact directly

Malachi Specialist Family Support Services

Pupils in families that have identified additional support  is required

Through Heads of Years, Senior Leadership Team, Learning Mentors, SENCO, Parents / carers can also contact directly

How are parents of children and young people with Special Educational Needs involved in the education of their child?

If the school feels that a child has a special educational need which requires provision that is additional to or different from that which is offered to the majority of pupils, the school will contact the parent / carer to find out further information that would help to inform the provision needed and discuss how that provision would work within school.

Parents / carers are also invited in a termly basis to discuss their child’s progress and how well the support is working at review meetings. Where a parent / carer is unable to make it into school, the review can be carried out over the phone. Parents / carers are invited to attend parent consultation evenings where the SENCO or a member of the Learning Support Team will also be available to discuss progress or any concerns.

Parents are also invited in to school each term to attend workshops where they can receive training on how they can help their child at home.

How are pupils with Special Educational Needs involved in their own education?

Pupils review their progress on a termly basis with a Raising Achievement Assistant and play an active role in adjusting their Pupil Profiles for the following term.  This involves reviewing their progress for the term both in subjects and interventions where appropriate and encouraging pupils to reflect on their learning. Pupils are given a termly opportunity to express their opinions about their provision via a questionnaire.

What extra-curricular activities can a pupil with Special Educational Needs access at school?

Swanshurst offers a wide range of extracurricular activities at both lunchtime and after school. A timetable of these activities is made available to all pupils and can be found on the school website. Where appropriate, pupils with SEN may be accompanied by a Raising Achievement Assistant and reasonable adjustments made in order for them to access to these activities.

How does the school support pupils with Special Educational Needs through transition?

At Swanshurst School we adhere to Birmingham’s guidance on admissions and the school’s admission limit.  Admission is non-selective and the school adheres to the Equality Act 2010.

Year 6 Transition

  • Year 6/7 team and assistant SENCO visit feeder primary schools to meet with pupils in the term before moving to secondary. Where appropriate, the assistant SENCO will also attend reviews in the Primary School setting in order to meet the child and be informed about provision made in primary school.
  • Year 6 Induction Day in July where all pupils are invited to spend a day in their new primary schools
  • Additional SEN induction day where pupils with identified needs are invited for a day to meet the inclusion team and get to know the Learning Support Team  and resource room where much of their potential provision will be based.
  • Pupils with specific needs are invited to visit school on further additional pre-arranged mornings which are personalised to the needs of the students
  • Raising Achievement Assistants may visit schools to work with identified pupils with SEND in preparation for transition.

Mid-year Transition

  • The appropriate pastoral team and admin team coordinate pupil admissions. Pupils will have the support of a ‘buddy’ in their tutor group and the support of their Head of Year and Form Tutor
  • Liaison between SENCO and previous school as appropriate.
  • Information shared about any additional needs with staff.

Key stage 3/4 Transition

  • Pupils with additional needs are advised and supported to make appropriate option choices in discussion with staff, parents and carers.
  • Some pupils may be identified to receive a Supported Curriculum where they receive timetabled support from the Learning Support Team each week to work on literacy and numeracy barriers to learning.
  • Where appropriate pupils are assessed and Access Arrangements for examinations are put into place.

How does the school support pupils with an Education and Health Care Plan (EHC plan)?

Pupils who already have an Education and Health Care plan:
Provision for the pupils who already have an EHC plan will be in accordance with what is laid out on the statutory document.  The needs of new admissions with an EHC plan are discussed between the SENCO, SEN Governor and the Learning Support line manager to discuss how needs can be met for the pupil before they join the school. Pupils and their parents are invited to visit the school to discuss the provision and transition plan before they join the school. In rare instances we may conclude that we are unable to meet the needs of a pupil and follow the set procedure in liaising with SENAR in these instances. 

EHC plans are reviewed annually with the outside agencies that are involved using the person centred approach. For students transitioning between Key stages this will take the form of a ‘Pathway’ where career and future aspirations will also be considered within the provision. Pupils will also have two other less formal reviews during the year to discuss targets and ensure that provision is working.

Applying for a new Education and Health Care plan:
If the SENCO, parents and outside agencies agree that the pupil is not making progress despite a high level of targeted and personalised support, it may be appropriate to apply for an Education and Health Care (EHC) plan.  Swanshurst School follows the procedures and guidelines laid out on the Birmingham MyCare website when undergoing this assessment and is guided by SENAR and the educational psychologist in the process.

If a parent of a child with Special Educational Needs has a complaint about the school, how does the Governing Body (or proprietor) deal with the complaint?

If you are unhappy us about any aspect of the support your child is receiving, please contact the SENCO in the first instance to see if this can be resolved. School will listen to your concerns and aim to reach decisions in partnership with the students, staff and parents. If it is not possible to resolve concerns at this level, then please put your concerns in writing to Mrs. D. James, Head Teacher, with a copy to the link Governor, Ms Una Lodge.  This can be addressed to the school. Failing to reach a solution at this level, parents/guardians may wish to voice their concerns, in writing, to the Chair of Governors via the school. We will follow the complaints policy as laid down in the school complaints procedure which can be found on the main school website.

How can parents find the Birmingham Local Authority local offer?

Parents can find out about the Birmingham Local Authority Local offer via the following link:

http://www.mycareinbirmingham.org.uk/

How does the Governing Body (or proprietor) involve other people in meeting the needs of pupils with Special Educational Needs including support for their families?

The SENCO provides an annual report to Governors and will meet with the designated link governor to go through the report. The Governing Body are made aware of all external agencies involved in provision in school, along with what they do and are also aware of support available across Birmingham.