SEN information Report - 2015-16 - updated April 2016.
Outstanding teaching, outstanding support for students and personalised interventions are part and parcel of what we do at Blessed Hugh Faringdon Catholic School. We are a highly inclusive school that is committed to the success of all of our children. We believe that all children should be valued as individuals as unique children given to us by God. We have an inclusive ethos with high expectations, a broad and balanced curriculum differentiated to meet individual needs and systems for early identification of barriers to learning and participation. We believe that educational inclusion is about equal opportunities for all learners whatever their disability, age, gender, ethnicity, attainment and background. This report is part of a process that helps us to regularly review and record what we offer every child in our care and what we offer additionally. The application of a differentiated and personalised approach to teaching and learning and support for students means that it leads to examination success and personal fulfilment for our learners. All teachers are responsible for every child in their care, including those with special educational needs.
Assess: During the transition period from Year 6 into Year 7, each primary school that has a child joining BHF receives a visit from a member of BHF staff. In this way we can construct a more accurate picture of those children who will require our more personalised support. We will already know those children with an EHC Plan who will be joining us.
Plan: Personalised plans of support and intervention will be planned by the SENCO and she will use the resources available to her to plan this programme. This information is circulated to staff as early as possible in the academic year.
Do: Every classroom teacher will plan differentiated lessons to incorporate the needs of SEN learners.
Review: The SENCO will review academic progress in consultation with Year Leaders and full reviews of provision will take place in the summer term of the academic year.
Specific information about Blessed Hugh Faringdon Catholic School
1. The kinds of special educational needs for which provision is made at the school. We provide support for the following recognised SEN needs; Auditory Process Difficulties, Autism, Attachment Disorder, Dyscalculia, Dyslexia, Dyspraxia, Hearing Impairment, Language and Communication Difficulties, Sensory Processing Difficulties, Behavioural, Emotional and Social Development and Tourettes Syndrome.
Students in need of support with Literacy are also provided for within school but this does not straightforwardly mean that the support will be with SEN.
2. The school's policies for the identification and assessment of pupils with special educational needs.
When your child first comes to us we use information from:
- primary school teachers information,
- end of key stage 2 levels,
- base line testing, Cognitive Ability Tests and other initial tests in year 7,
- parents/carers, application form information,
- subject teachers,
- specialist colleagues and external agencies.
As you child gets older we use information or referrals from:
- termly assessments and school data,
- staff and subject teachers,
- parental information including any concerns expressed to us,
- external agencies
If your child needs to be assessed we would:
- use a range of assessments depending on the area of need - we have expertise in all areas or can access support via external agencies if it is needed.
- If it is thought a family needs support we:
- have good working relationships with outside agencies and a referral can be made to them.
3. Information about the school's policies for making provision for pupils with special educational needs whether or not pupils have EHC plans, including
- how the school evaluates the effectiveness of its provision for such pupils; We have school level data and undertake an annual review of each childs progress.
- the school's arrangements for assessing and reviewing the progress of pupils with special educational needs; Arrangements for reviewing progress are made by the SENCO.
- the school's approach to teaching pupils with special educational needs; Differentiated teaching in the classroom with support from LSA's as appropriate.
- how the school adapts the curriculum and learning environment for pupils with special educational needs; All teachers are informed of an individual needs and will adapt their lessons to meet these. Teachers have experience or are trained in doing this. This means your child can access the lessons fully. All of our students follow a broad and balanced curriculum as required by the National Curriculum, however a small number of learners have a more personalised curriculum to match their individual needs, interests and abilities. Where it is felt it is the right thing to do a student may be offered additional help and support. We expect all children to follow the National Curriculum and we do not disapply any subject. There are a range of interventions and additional subject support which are available and should your child need this, it would be discussed with parents via the SENCO.
- additional support for learning that is available to pupils with special educational needs; Please see the answer above.
- how the school enables pupils with special educational needs to engage in activities of the school (including physical activities) together with children who do not have special educational needs; As an inclusive school we ensure that all opportunities are offered to all children regardless of personal difficulties - this maybe in the spiritual life of the school, sport, drama, music, trips or visits. No child is refused the opportunity to take part and be involved.
- support that is available for improving the emotional, mental and social development of pupils with special educational needs. Support for this at Blessed Hugh Faringdon Catholic School is exceptional A strong team of support is available via our Pastoral Supports Assistants to guide the emotional, mental and social needs of students with focussed support from the SENCO or Head of the Aspergers Resource.
5. Information about the expertise and training of staff in relation to children and young people and about how specialist expertise will be secured.
We have a Learning Support department which is made up of the SENCO, who holds the national professional qualification for SENCO's, a higher level teaching assistant and a significant number of other teaching assistants. Within this team we have staff who have a range of experience and training covering various SEN needs. Our Leader of the Aspergers Resource is very experienced Educator with Autistic children. She is supported by two teachers one of who also holds the national professional qualification for SENCO's.
Staff who are new to the school follow an induction programme which includes training and information on SEN. Training is provided to all staff including teachers and TAs as the need arises and there is ongoing training for all staff as well as opportunities to further develop skills. As a school we can call on support from specialist organisations from within the Local Authority and other local agencies that can provide support.
6. Information about how equipment and facilities to support children and young people with special educational needs will be secured. There is a dedicated area for the Learning Support department and a dedicated area for our Aspergers Resource Base.
7. The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child. Parents will be invited to a formal annual meeting of review but are able to contact SEN or the Base as and when needed if there are concerns.
8. The arrangements for consulting young people with special educational needs about, and involving them in, their education. Students will be invited to meetings in which their progress is discussed and their views will form an integral part of any changes to provision.
9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school. All complaints can be made via the complaints procedure outlined in this website.
10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting their families of such pupils. As a school we can access a range of services including:
- Child and adolescent Mental Health Service (CAMHS)
- Reading LA SEN team
- Speech and Language Support
- School health professionals including the School Nurse
- Educational Psychology Service
- Career Advisory Service - now called Adviza.
11. The contact details of support services for the parents of pupils with special educational needs in accordance with section 32 [Children and Families Act 2014]. Contact the school on 0189 574730 or the SENCO or the Leader of the Aspergers Base as outlined above for further information.
12. The school's arrangements for supporting pupils with special educational needs in a transfer between phases of education or in preparations for adulthood and independent living. We liaise with junior schools and provide additional transition support if it is needed. All children receive advice on careers with Adviza. All Year 11 students receive a full careers interview and are encouraged to visit colleges to explore post-16 courses if it is felt that their offer is better than out own 6th Form.
13. Information on where the local authority's local offer is published.
Found on the Reading LA website - www.reading.gov.uk in the services guide section.