SEND

The purpose of this report is to provide information for parents/carers in relation to SEND provision at Thorpe St Andrew School and Sixth Form.

At Thorpe St Andrew School and Sixth Form, we are committed to providing the very best opportunities for all our students and this report is firmly set in the context of our school aims and ethos, ‘Excellence for All‘.

For further information please contact:

SENDCO: Mr P Salgado

SEND Governor: Mrs K Giles

Tel: 01603 497711


MISSION STATEMENT

We aim to ensure that:

  • Every individual is important

  • We maintain high expectations of all members of the school, staff and students alike, challenging them to be the best they can be, academically, socially, and emotionally

  • We come to school to work and learn

  • We will always try to do our best

  • We will work to promote our community

This report should be read in the context of the Norwich City Council SEND Local Offer which can be located at:

Local Offer


Part 1

The report is written as a series of questions which parents may ask about their child. The answers provide information on current practice in relation to students requiring additional support to achieve their potential.

1. How will I be involved in discussions about, and planning for, my child’s education?

  • If your child has been identified as having Special Educational Needs and/or Disability (SEND) before they start at Thorpe St. Andrew School and 6th Form, we will work closely with your child’s primary school, any outside agencies and other people who already know your child.

  • At this point we would invite you in to discuss and agree your child’s needs and use the information gathered to plan with you a programme of support.

  • While attending Thorpe St. Andrew School and 6th Form, if your child is not making expected progress, we will observe them, assess their understanding of what we are doing in school and use tests to identify any difficulties. We will then discuss these with you. If your child has complex needs, we may also refer to outside agencies for further assessment and support.

  • The SENDCO will regularly liaise with the teachers, support staff and school leaders. If you have any concerns, please speak to the Form Tutor, Head of Year or SENDCO in the first instance and a meeting can be arranged. We pride ourselves on building positive relationships with parents and working alongside them.

Children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age.

  • have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the Local Authority.

  • are under compulsory school age and fall within the definitions above or would so do if special educational provision was not made for them (SEND Code of Practice 0-25 Years, 2015).

2. How will school staff support my child?

  • The SENDCO oversees all education and progress of any student requiring additional support across the school. A pupil profile will be written, reviewed with you and your child and shared with your child’s support staff and subject teachers.

  • Your child’s need will be met firstly through quality first teaching, the subject teachers will oversee, plan and work with each student with special educational needs in their class to ensure that progress in every area is made using differentiated strategies and approaches.

  • There may be individual or small group support made available to your child if this is seen as necessary by the SENDCO.

See also detailed information in relation to teaching, learning and assessment in Part 2 of this report.

3. How will the curriculum be matched to my child’s needs?

  • In order to match the curriculum to your child’s needs, the teachers will set tasks that will allow your child to understand the work and make progress. All teachers are highly skilled in planning work that is set at an appropriate level of challenge for your child and this is supported by in-school training and liaison with the SENDCO.

  • In order to maintain high standards and expectations for all, teaching staff are supported regularly by Curriculum Leaders, Leadership Team and SENDCO.

  • Using data analysis and baseline assessments, support is put into place for those students who require additional help.

4. How will I know how my child is doing and how will you help me to support my child’s learning?  What opportunities will there be for me to discuss my child’s progress?

  • You are welcome any time to make an appointment to meet with the Special Educational Needs team to discuss your child’s progress. We can offer advice and practical ways that you can help your child at home.

  • We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

  • If your child has an Educational Health and Care Plan, a formal meeting will take place to discuss your child’s progress annually.

5. How does Thorpe St Andrew School and Sixth Form know how well my child is doing?

  • We measure student’s progress in learning against National expectations and age related expectations.

  • The subject teacher continually assesses each student and notes areas where they are improving and where further support is needed. Students’ progress is tracked regularly throughout their time at school, using a variety of different methods.

  • Students who are not making expected progress are picked up through the rigorous termly monitoring. Appropriate interventions will be introduced to help students to reach their potential.

6. What support will there be for my child’s overall well-being?  What is the pastoral, medical and social support available in Thorpe St Andrew School and Sixth Form?

  • We are an inclusive school; we welcome and celebrate diversity. All staff believe that high self-esteem is crucial to well-being. We have caring, understanding teams looking after our students and young people.  A Student and Family Counsellor works with vulnerable children and parents during the school day supported by the BEST Team (Behaviour for Education Support Team) and our pastoral system. Thorpe St. Andrew School and Sixth Form takes a strong stance against bullying

  • At Thorpe St. Andrew School and Sixth Form, the Head of House has overall responsibility for the pastoral, medical and social care of every student in their House, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENDCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Care.

7. How does the school manage the administration of medicines?

  • Thorpe St. Andrew School and Sixth Form has a policy regarding the administration and management of medicines on the school site.

  • Parents need to contact the school office if medication is recommended by Health Professionals to be taken during the school day, and the procedure will be explained.

  • Staff with responsibility for managing medical needs will have regular training and updates of conditions and medication affecting individual children/young people.

8. What support is there for behaviour, avoiding exclusion and increasing attendance?

  • As a school we promote positive behaviour.

  • Thorpe St. Andrew School and Sixth Form supports any student with identified behavioural needs and relevant interventions are put in place.

  • After any behaviour incident we expect the student to reflect on their behaviour with an adult and take a restorative justice approach where appropriate.

  • Attendance of every student is monitored on a daily basis. Lateness and absence are recorded and reported upon. Good attendance is actively encouraged throughout the school.

9. What specialist services and expertise are available at, or accessed by, Thorpe St. Andrew School and Sixth Form?

  • SENDCOs in The Yare Education Trust meet regularly to share expertise.

As a school we work closely with any external agencies that we feel are relevant to individual student’s needs within our school including:

  • Health – including GPs, school nurse, clinical psychologist, paediatricians, speech and language therapists and occupational therapists

  • Social Care – including family support workers and social workers

  • Educational Psychologists, EPSS Team

  • Other local specialists and charities, for example Autism Anglia, Helping Hands, Young Minds

10. What training have the staff supporting students with Special Educational Needs had or are currently having?

Thorpe St Andrew School and Sixth Form have staff with the following qualifications:

  • Level 7 OCR (to identify specific learning difficulties and Exam Access Arrangements)

  • Level 5 OCR (specialist teaching of specific learning difficulties)

  • Level 3 OCR (specialist knowledge of specific learning difficulties)

The SENDCO has BA Hons, National Award for SEND Coordination, a Postgraduate Diploma in Special Educational Needs and Inclusion, and is a Specialist Leader in Education for SEND in the East of Anglia region.

11. How will my child be included in activities outside the classroom, including school trips?

  • All students and young people are 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.

12. How accessible is the school environment?

  • Recently there has been much work undertaken to make the site more accessible to disabled students. There are disabled toilet facilities on both sites and wheelchair access to all ground floor classrooms

  • We liaise with our English as an Additional Language partners who assist the school in supporting our families of children whose English is their second language.

Accessibility Plan

13. How will the school prepare and support my child when joining the school and transferring to a new school?

  • We encourage all students to visit the school prior to starting when they will be shown around the school. For students with special educational needs we would encourage further visits to assist with the acclimatisation of the new surroundings. Staff from Thorpe St. Andrew School and Sixth Form also visit students in their current setting, where appropriate.

  • We write social stories with children if transition is potentially going to be difficult.

  • At Thorpe St. Andrew School and Sixth Form, we run a programme specifically tailored to aid transition for the more vulnerable students.

  • We liaise closely with staff when receiving and transferring students to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

  • If your child has complex needs then an Education, Health and Care Plan review will be used as a transition meeting, during which staff from both schools will attend.

14. How are the schools’ resources allocated and matched to student’s special educational needs?

  • We ensure that all students who have special educational needs are met to the best of the school’s ability with the funds available.

  • We have a team of support staff who are funded from the special educational needs budget and deliver programmes designed to meet groups of children’s needs, this includes the Raising Achievement Team.

  • The budget is allocated on a needs basis which is reviewed regularly.


PART 2

Additional Information on teaching, learning and assessment in relation to SEND.

High quality class teaching and additional interventions are focused through our person-centred planning approach across the school and this is central to ensuring an appropriate provision for all pupils. These processes help us to regularly review and record what we offer all pupils in our care.

These discussions also serve to embed our high expectations amongst staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with ALL our learners.

This is a whole-school approach and this report will promote how we underpin this practice across our classrooms, pastoral care and support arrangements.

Underpinning ALL our provision in school is the graduated approach cycle of:

All teachers are responsible for every child in their classroom, including those with special educational needs.

Assess

  • As part of the transition in Year 7, all pupils entering school have been given baseline assessments that are used to identify pupils who may have particular needs in areas of literacy and numeracy. In conjunction with this process, parent interviews with pupils are held prior to joining our college in September.

  • The SENDCO also meets with primary teachers and primary SENDCos in order to identify your child’s needs.

Plan

  • The SENDCO plans with the Raising Achievement Team, parents and the pastoral team, a coordinated approach to meeting your child’s needs. At this stage, discussions will be held in terms of the type of provision, who will be responsible for, how long the provision will be and expected outcomes will be determined.

Do

  • The plan is then carried out by teaching staff, support staff and outside agencies (if appropriate) who will have access to the plan detailing teaching strategies and expected outcomes.

  • Staff will make reasonable adjustments to their teaching in lessons.

Review

The plans are reviewed each term by analysing evidence from a variety of sources depending on the area of need for your child. This will be in the form of one or more of the following:

  • Teacher reports to the parents

  • Attitudes to Learning Reports

  • Academic progress monitoring (SENDCO)

  • Reports from specialists (where appropriate)

It is during this stage that a further cycle of support may be required.


Who can I contact for further information?

  • First point of contact would be your child’s SENDCO, Head of Year, Form Tutor or a member of the Special Educational Needs/Raising Achievement Team.

  • Look at the Special Educational Needs policy on our website

  • A named Governor is responsible for Special Educational Needs and can be contacted via the school.

Other Contacts:

Norfolk Send Partnership

Local Authority Children’s Services Personnel

Local Authority SEND Offer

Reviewed: January 2021

To be reviewed: January 2022