SEN Information Report
What types of SEN do we provide for?
This is a maintained day special school for children aged 11-16 years. Children will be provided with an appropriately paced and differentiated curriculum. The school is accessible for wheelchair users and is on one level.
The pupis’ needs will be complex and significant in at least two areas of need, as described within the Educational Health Care Plan. The primary area of need will be Cognition and Learning with a recognised moderate learning difficulty.
All pupils that attend the school will be under assessment or an Education Health Care plan.
Admissions to the school are within the Admissions Policies on the website.
What is our approach to teaching pupils with SEN?
At Southall, we believe that effective learning can only take place as a result of excellent teaching and an engaging curriculum, which is what we strive for in every lesson. It is recognised that learning takes place, not only in the classroom, but also outside the classroom. We aim to ensure that the pupils at our school are provided with high quality learning experiences that lead to a consistently high level of individual achievement, both academic and social. More information is available in our Learning & Teaching Policy.
How do we adapt the curriculum and learning environment?
Our curriculum is designed to encourage and promote enthusiasm for learning. Our individualised approach provides increasing opportunities for developing personalised learning programmes to meet individual strengths and needs. Pupils have access to a broad range of activities and experiences to enable them to become mature, confident and competent young adults to make positive, lifelong contributions to our society and changing world.
It is recognised that learning takes place in an environment which is:
- Challenging and stimulating
- Peaceful and calm
- Happy and organised
- Well resourced
- Makes learning accessible
- Encouraging and appreciative
- Provides equal opportunities
- Provides a working atmosphere
Our Curriculum Policy and statement is available on our website.
How do we enable pupils with SEN to engage in activities with other pupils who do not have SEN?
We aim to provide opportunities for our pupils to engage with pupils who do not have SEN through a wide range of activities, including college links, sports activity days and a number of events attended alongside mainstream peers. Pupils at Langley Hub are actively encouraged to attend mainstream lessons, where appropriate.
How do we consult parents of pupils with SEN and involve them in their child’s education?
We believe that pupils are always more successful when parents and staff work together in their best interest. We ask parents to support the school by showing an interest in their child’s work and social development and ensuring that homework is completed carefully.
All pupils have an annual review or EHCP review meeting to which parents and, where appropriate, professionals are invited. During the meeting, parents, the pupil and a range of appropriate professionals meet to review the EHCP and progress. It is during this meeting that any changes are discussed, and outcomes are set for the next 12 months. During Year 9, the EHCP Review also includes a transition element which begins to map out post-16 opportunities and options. To support this process, Future Focus meet with Year 9, 10 and 11 pupils regularly and attend Year 9 and Year 11 annual reviews.
All parents are invited to a parent/teacher consultation evening. This is a meeting held in school where the focus is very much about ensuring all concerned have a shared view about the progress your child is making and any additional support, equipment or provision they may need.
All parents also receive an end of year report. This is a written report which summarises your child’s progress in all the National Curriculum Subjects; it is completed towards the end of the Summer Term.
Parents are welcome to request less formal meetings at any point in the year. This is actively encouraged as we feel that sharing information between parents and school best promotes the learning and success of each child.
How do we consult pupils with SEN and involve them in their education?
Pupils are involved in their annual review/EHCP meetings. Pupils have the opportunity to contribute to their formative assessment through live marking and self-review, (where appropriate).
We have a pupil parliament which was elected by their peers. The parliament meets fortnightly and contributes towards the decision-making process for the school. The school parliament and other pupils are regularly involved in staff recruitment and other meetings, where appropriate.
Every pupil who attends the school agrees to the above school values.
How do we assess and review pupils’ progress towards their outcomes?
At Southall School, we have clear aims for assessment, recording and reporting on pupils’ progress. These aims are:
- Provide an educational environment where individual needs are met to enable each pupil to achieve their academic potential by:
- Planning and implementing a broad, balanced and adapted curriculum according to need.
- Offering a broad range of academic and vocational subjects at examination and accreditation level.
- Recognising the difficulties some pupils may encounter and put in place intervention strategies to help them progress further.
Procedures include a baseline assessment, monitoring and marking, annual reports and annual/EHCP transfer report.
Parents and pupils have three meetings a year to discuss/plan for the current and next year. These are:
- A tutor meeting
- An annual/EHCP transfer review
- An annual subject review
How do we support pupils preparing for adulthood?
We have a key stage 4 work-related learning programme linked to local colleges. Some pupils access life for living skills. Pupils in year 11 enter a work experience programme of either a work placement or a series of world of work visits for those pupils with more complex needs.
Through the curriculum, we support pupils preparing for adulthood and this can be found within our Citizenship, PSHE and SRE policies / curriculum.
Alongside the formal curriculum, we have a holistic / community led approach to learning and these may include:
- Local visits
- Learning how to use public transport
How do we support pupils with SEN to improve their social, emotional and mental health development?
As a school we aim:
- To help each pupil develop their academic, social and practical abilities
to their highest level.
- To help each pupil achieve self-confidence, initiative and independence.
- To create a caring, sharing and learning school community with relationships based on mutual trust and respect.
We do this by:
- Tutor time concentrating on relationships and wellbeing.
- Offering wellbeing sessions – either as a planned intervention or in response to a current need.
- Supporting the pupils in restorative practices
- Offering a nurture provision for the pupils who need specific support for a planned and sustained time. These pupils are Boxhall profiled.
- Offering pastoral support for pupils and their families.
- Offering a school ethos where mental wellbeing is at the forefront in all that we do for both pupils, families, and staff.
We work to support our pupils’ understanding of the local and wider communities. We do this by engaging in fundraising activities at a local and national level. This year we have participated in:
- Children in need
- Red nose day
We also undertake regular volunteer opportunities for the local community.
What expertise and training do our staff have to support pupils with SEN?
All staff have clear job descriptions that detail the required qualifications for each post in school.
There is an ongoing programme of training and updates that is managed by the SLT. This includes for instance MAPA, ELKLAN, moving and handling, Makaton, epilepsy awareness, asthma awareness, diabetes awareness and safeguarding. In addition to these we also support staff in professional development and, this year, have supported Level 3 teaching assistant qualifications, degrees, teacher training qualifications and more as well as professional development through conferences and networking.
Staff are encouraged to identify courses that they would like to attend through the Local Authority, Teaching School and other provisions.
We have a range of trainers in school who train staff on Makaton, MAPA, Moving and Handling and more.
How will we secure specialist expertise?
A range of professionals support the pupils at school through the provision in the EHC plan. Referrals are also made for pupils according to their need. This may include:
Sensory Inclusion Service
Links with Hope House
The school employs staff to deliver programmes directed by speech therapists and occupational therapists. All staff implement professional advice as appropriate.
How will we secure equipment and facilities to support pupils with SEN?
We are a maintained special school whose equipment and facilities are provided through the local authority.
In recent years we have had upgraded facilities in school that we have continued to maintain and upgrade. These include an accessible sports hall, sensory room, therapy room, soft room.
We consider bids for funding on a regular basis and have been successful in bids from the Big Lottery Fund, Children in Need, Mercer Trust, Wolves Trust. This year we are submitting a bid to the Lord Taverners’ Trust for a new minibus.
How do we involve other organisations in meeting the needs of pupils with SEN and supporting their families?
The SEN information report and the school offer link to Telford & Wrekin’s Local Offer.
The Local Offer provides information on what services you can expect from local agencies including education, health, social care and leisure.
We also have pupils from other authorities; links to their local offers are below:
As well as the local offer, direct work with social care services and health ,in the last year we have developed the role of our Pastoral Care Officer to liaise with agencies and families.
How do we evaluate the effectiveness of our SEN provision?
We monitor each aspect of the school provision progress and achievement:
- Pupil outcomes – academic, qualifications, EHCP and College pathways
- Summative assessment – test, Salford reading, Boxhall profiles
- Behaviour data
- Attendance data
The governing body use a range of evidence to act as a critical friend and hold the school to account.
We listen and respond to external evaluation of the effectiveness of our school, for example, Ofsted.
We regularly ask families to tell us their views of the effectiveness of the school and respond to these comments accordingly.
We regularly ask pupils to tell us their views of the school, particularly what they would like to improve, via the Pupil Parliament. These views are responded to accordingly.
How do we handle complaints from parents of children with SEN about provision made at the school?
We have a Complaints Policy which is available on the website and on request from the school office.
Who can young people and parents contact if they have concerns?
All parents have the opportunity to contact the tutor through home-school books in KS3. They also have the opportunity to contact school via phone or email. Visits to school are welcomed and encouraged.
Parents are requested to contact the school office and the appropriate person will get back to them.
What support services are available to parents?
The Pastoral Care Officer is available for support to parents. Telford & Wrekin and our neighbouring authorities have comprehensive local offers detailing support for parents.
The school has information and has links with IASS and PODS.
Leaflets offering various support are available in school.
Where can the LA’s local offer be found? How have we contributed to it?
Telford & Wrekin Council reviewed the school’s offer as part of their own local offer. The schools offer can be found on the website.