Chilwell School

Chilwell School supports pupils with a wide range of needs including: Communication and Interaction (ASD, Asperger’s Syndrome, Speech & Language difficulties), Cognition and Learning (dyslexia, dyscalculia, dyspraxia, learning difficulties), Sensory and Physical (physical disabilities, visual impairment, hearing impairment), Social Emotional and Mental Health Difficulties (ADHD, mental health, emotional difficulties). Teaching staff practice high quality teaching and differentiation as a first response to ensuring individual pupil’s needs are met, where additional support is required a team of experienced support staff provide a more personalised approach.

We aim to identify the needs of pupils with SEND as early as possible by gathering information from parents, education and health care services and feeder schools prior to the child’s entry into the school. All Year 7 pupils are screened for literacy difficulties during the first half term and additionally all subject areas undertake baseline assessments to ensure that any unidentified SEND is discovered. There is a graduated response to assessment starting with quality first classroom teaching. Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored. Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties. The child’s subject teachers will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class. Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school and if there are any concerns about their child then they can contact the SENCO on 0115 925 2698.

There is an annual formal evaluation of the effectiveness of the school SEND provision and policy. The evaluation is carried out by the SENCO/Headteacher/SEND governor and information is gathered from different sources such as child and parent surveys/ teacher and staff surveys/parents evenings/ consultation evening/ feedback forms/school forums. In order to make consistent continuous progress in relation to SEND provision the school encourages feedback from staff, parents and pupils throughout the year. Evidence collected will help inform school development and improvement planning.

Progress reports for each cohort detailing current progress in all subjects are issued to parents at three points during the academic year. Parents evenings are held to enable parents to discuss their child’s progress in subject areas. Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision will be added to the pupil’s school. The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning.

The support provided consists of a four – part process:

• Assess
• Plan
• Do
• Review

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes. Assess This involves clearly analysing the pupil’s needs using the subject teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing. This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents. Plan Planning will involve consultation between the teachers, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home. All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought. Do The subject teachers remain responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the subject teacher. They will work closely with teaching assistants and /or relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO. Review Reviews will be undertaken in line with agreed dates. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and their parents. The subject teachers, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil. Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.

The Learning Support Team undertakes a range of strategies and procedures to support pupils in coping with school, academically, emotionally, physically and socially:

• Support in class across the curriculum
• Year 7 Nurture group for lower ability/socially vulnerable pupils who may find the transition to secondary more difficult
• Withdrawal to develop basic literacy skills (Switch On Reading Programme and Alpha to Omega)
• Encouraging pupils with difficulties towards independent learning
• Assisting subject departments and thereby pupils, with differentiation
• Pupils with physical difficulties have specific and practical help according to their needs.
• Pupils with sensory difficulties are supported
• Pupils with speech, language and communication disorders such as Autism, Aspergers Syndrome are supported
• Social Skills groups for Autistic Pupils
• Sensory Room
• BIO (By Invitation Only) Club, break and lunchtime structured support
• “Time out” to pupils experiencing emotional and/or behavioural difficulties including internal exclusions.
• One to one counselling from trained Learning Support staff
• Circle of Friends from trained Learning Support staff
• Pupils with EAL are given extra sessions in language development
• Paired Reading (Reading Buddies) with older pupils

Chilwell School believe firmly in quality first teaching and a graduated response as outlined in the SEN Code of Practice (https://www.gov.uk/government/publications/send-code-of-practice-0-to-25) We are committed to providing appropriate provision to overcome all barriers to learning and ensure pupils with SEND have full access to school life and learning. The SENCO oversees the school’s policy for inclusion and is responsible for ensuring that it is implemented effectively throughout the school. The school curriculum is regularly reviewed by the Senior Leadership Team in conjunction with Faculty Leaders and Pastoral Leaders to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom. The school will seek advice, as appropriate, around individual pupils, from external support services through the termly ‘meetings’, Early Help Unit and the Multi-Agency Safeguarding Hub and Inclusion Panel.

Pupils with SEND will be given access to the curriculum through the specialist SEND provision provided by the school as is necessary, as far as possible, in line with the wishes of their parents and the needs of the individual. Every effort will be made to educate pupils with SEND alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made.

In order to assist teachers to meet the needs of SEND Pupils the SENCO and Learning Support Department will be responsible for:- • Keeping staff fully informed of the special educational needs of any pupils in their charge including sharing progress reports, medical reports and teacher feedback • Providing regular training and learning opportunities for staff in all departments on the subject of SEND and SEND teaching. School staff should be up to date with teaching methods which will aid the progress of all pupils including those with SEND • Advising staff how to make reasonable adjustments to the teaching environment • Supporting teachers to ensure that they understand how to differentiate the learning and teaching to meet the needs of all pupils • Using in-class provisions and support effectively • Making sure that individual or group tuition is available where it is felt that pupils would benefit from this provision. • Any decision to provide group teaching outside the classroom will involve the SENCO in providing a rationale and focus on flexible teaching. Parents will be made aware of any circumstances in which changes have been made. • Setting appropriate individual targets that motivate pupils to do their best, and celebrating achievements at all levels.

If it is identified that a pupil is not making good progress through classroom differentiation, then in conjunction with parents a discussion will be had around how best to support their child.

All children have the right to be included in extra-curricular activities and school trips alongside their peers. The school are experienced in risk-assessing activities and providing appropriate support to enable pupils to be as fully included as possible.

Chilwell School have a very strong pastoral structure of tutors and Year Leaders. The Learning Support team work closely with staff and particularly Year Leaders to ensure that pupils feel safe and happy in school.

The SENCO, Sally Jones is supported by Karen Head, Assistant SENCO and Deb Morris, Behaviour Manager. All of the above can be contacted on the school number 0115 925 2698

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND. The SENCO attends relevant SEND courses, Family SEND meetings and facilitates/signposts relevant SEND focused external training opportunities for all staff. We recognise the need to train all our staff on SEND issues. The SENCO, with the senior leadership team, ensures that training opportunities are matched to school development priorities and those identified through the use of provision management.

The school continues to build strong working relationships and links with external support services in order to fully support our SEND pupils and aid school inclusion. Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENCO who will then inform the child’s parents. The following services will be involved as and when is necessary: School Nurse CAMHS Communication & Interaction Team Cognition & Learning Team Sensory & Physical Team Targeted Support

Place funding is used to provide 9.5 hours of additional support for students with special educational needs. After this bids are made for Additional Family Funding (AFN) or at a higher level and in exceptional circumstances a bid can be made to the Local Authority for High Level Needs (HLN) funding. Funding is used to provide resources, specialist equipment or Teaching Assistant Support as required by the individual. Adjustments for disability access are made to meet needs in accordance with the accessibility policy.

Chilwell believes that a close working relationship with parents is vital in order to ensure a) early and accurate identification and assessment of SEND leading to the correct intervention and provision b) continuing social and academic progress of children with SEND c) personal and academic targets are set and met effectively We work with parents to gain a better understanding of their child, and involve them in all stages of their child’s education. Parents are kept up to date with their child’s progress through progress reports, parent’s evenings, provision reviews . In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of pupils with SEND to the local authority Parent Partnership service where specific advice, guidance and support may be required. If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school’s SEND governor may be contacted at any time in relation to SEND matters.

Chilwell School believes firmly in a system where everyone feels valued and individual needs and aspirations are met. We work hard to create a school environment where pupils feel safe to voice their opinions of their own needs. Pupil participation is a right. This will be reflected in decision-making but also encouraged through wider opportunities for participation in school. Collecting Pupil views is a regular feature of the school’s quality assurance cycle throughout the year. In addition to this Chilwell School has a student council that all pupils have the opportunity to take part in through their form representatives. Learning Support staff will seek the views of pupils prior to review meetings and through pupil questionnaires and interviews and wherever possible pupils will be included in meetings.

If you have an initial concern or complaint you should contact the SENCO in the first instance. Alternatively you may put your complaint in writing to the Headteacher or the Governors.

The governing body actively encourage contact with outside agencies through the Nottinghamshire Guidance and relevant referral systems

The school will discuss access to relevant organisations and signpost parents to external support services at review meetings.

We have a Year 6 open evening early in the Autumn term so that parents and children are able to make an informed school choice, and actively encourage parents to make additional visits with their child if they think it will be helpful.

All pupils coming to Chilwell School have the opportunity to join taster days and pupils with additional needs will have extra visits individually or in small groups as required to make them feel more familiar and comfortable with their new environment. We aim to identify the needs of pupils with SEND as early as possible by gathering information from parents, education and health care services and feeder schools prior to the child’s entry into the school. The PSHCE programme at KS3 and 4 prepares pupils for transition to the next phase of education, and all children with SEND are interviewed by our careers advisor in Year 10 and 11.

Pupils are offered a range of course choices at KS4 and 5 to give them the most appropriate opportunities following compulsory education. The pastoral system supports pupils throughout school and work is actively carried out in PSHCE lessons to prepare pupils for their future.

Further information about the school and a copy of the SEND policy can be found on the school website www.chilwell.notts.sch.uk