Mrs Kaye Bunting is Springwood High School’s Special Educational Needs Coordinator (SENCO). She can be contacted on 01553 773393 or by Email: email@example.com
Springwood High School can offer you:
· A mixed, all-ability school catering for the needs of pupils aged between 11-18 years and aiming to attain maximum achievement for every individual
· Someone to talk to; you can always speak to your child’s House Manager, Form Tutor, subject teacher, Director of Year, Behaviour Manager or the SENCO about any concerns you may have.
· A friendly, caring environment; we value the social and emotional aspects of learning and the development of personal attitudes and values as much as the academic aspects.
· Quality teaching; our teachers work to a very high standard and are very aware of the need to ensure that all pupils, with or without special educational needs and disabilities achieve the most they can.
· Staff who are well-versed in teaching and supporting pupils with learning difficulties and disabilities. We are committed to continuing professional development in order to further this expertise in types of Special Needs, disabilities and medical conditions.
· Access to specialist services; we can refer children to the Speech and Language Therapist, Educational Psychologist, Autism Support Teacher, School Health and Sensory Support Services amongst other specialists, as well as seeking advice from our own SEN-D Lead within the Cluster and Behaviour Mentors within school.
Identifying and supporting children with SEN at Springwood High School
When children start at Springwood High School, they join from a number of Primary settings and the transition systems ensure that we receive details of their progress and successes so far and any information on a special need or disability already identified by parents or health workers and education professionals. If this is the case, we work closely with the feeder school and family before the child joins us to make sure their transition to Springwood is as smooth as possible. Where children join us mid-year, similar procedures apply during our admissions process.
We recognise that all students are unique and develop at different rates. Any special need may not be evident until they have been in school for some time. Teachers and support staff are skilled in identifying difficulties and will highlight these to the SENCO who will analyse progress data and testing results and consider the ‘bigger picture’.
Our learning environment caters for all children with various styles of teaching and learning, i.e. visual, auditory and ‘hands on’ (known as a kinaesthetic learning style).
Pupils have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Pupils with a disability have special educational needs if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is anything that is additional to or different from what is normally available in schools in the area.
Reasonable adjustments are made to cater for the needs of individual children and we have a variety of programmes to boost and support pupils if necessary. These support and intervention programmes include:
· Lexia Reading Improvement
· How to Dazzle at Spelling
· Happy Readers
· Precision Teaching Reading
· Precision Teaching Writing
· Typing Skills
· Maths Mentoring
· Numeracy Support
· Achievement Support Room
· Self-Esteem Support
· Anger Management
Our Achievement Support Room caters for the needs of targeted Year 7 who have been identified as needing frequent and intensive literacy support, through specific improvement programmes and focussed teaching through other curriculum subjects. It is staffed by a teacher experienced in teaching pupils with SEN-D and a Teaching Assistant, in a small group setting. We also have The Bridge, which offers targeted and precision support to identified students.
F-Ten is a quiet, supervised space at break and lunchtimes for students requiring the facility.
We have a trained, in-house counsellor who can offer 1:1 support to students with Social, Emotional and Mental Health Difficulties.
For some learners we may want to seek advice from specialist teams. In our school and Cluster we have access to various specialist services.
· Speech and Language Therapist
· Educational Psychologist
· Specialist Autism Support Assistant
· School Health including Nurses for Asthma and Epilepsy
· Occupational Therapy
· Sensory Support Services (Vision and Hearing)
· ADHD Nursing and Psychology
· Access Through Technology
Members of staff receive training to help and support our pupils. This includes training in:
· Autistic Spectrum Conditions
· Social Stories
· First Aid Training
We are also equipped with a medical room, disabled toilets, single shower cubicles and lifts for pupils with physical disabilities, access needs or intimate care requirements.
Support for Learners
Each learner identified as having SEN is entitled to support that is “additional to or different from” a normal curriculum, alongside the high-quality teaching we provide to all pupils. The type of support given is dependent on the individual learning needs, and is intended to enable access to learning and overcome the identified barrier to learning.
This support is described on a provision map which describes the interventions and actions that we undertake to support learners with SEN across the year groups. We modify the provision map regularly and it changes every year, as our learners and their needs change.
Some children’s difficulties are viewed as exceptional and their needs not able to be fully met within our own school budget. Funding known as Top Up Funding is allocated to the Springwood Cluster whose Head Teachers currently divide the money proportionately to each school according to the number of high needs students on roll. The Cluster SEND Lead will assist the Head Teachers in ensuring consistency of judgement across the range of schools.
How we find out if this is effective:
Our monitoring process is an integral part of teaching and leadership at our school. Parents/ carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN and all aspects of a child’s academic progress through our Academic Appraisal System.
Before any additional provision is selected to help a child, the SENCO, teachers, parent/carer and learner agree what they expect to be different following an intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.
If a learner has an Education Health and Care Plan (EHCP) the same termly review conversations through Academic Appraisal take place but the EHCP will also be formally reviewed annually (this will also apply to Statements of Special Educational Need while they remain in place).
The SENCO and Leadership Team collate the impact data of interventions, to ensure that your child receives a high quality provision. Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. Our school data is also monitored by the Local Authority and OFSTED.
Equal Opportunities for all pupils
All staff at Springwood High School recognise the importance of the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act, and to make ‘reasonable adjustments’ to ensure equal opportunities.
The Equality Act 210 definition of disability is:
“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on her/his ability to carry out normal day-to-day activities.”
Section 1 (1) Disability Discrimination Act 1995
Our school is committed to making reasonable adjustments to ensure participation of all children, including those with SEN-D, within the curriculum and with extra-curricular activities. Please contact our school’s SENCO or Headteacher for further advice and support for specific requirements.
Our whole school policies on behaviour and equality ensure that arrangements are made to support children with SEN-D and that measures are in place to prevent bullying.
Supporting Needs at Phase Transfer (Year 6 into Year 7 and Year 11 into Post-16)
If your child has a Statement or EHCP, the SENCO will be invited to the Annual Review by the feeder school during Year 6. This enables us to start building a successful relationship with you, your child and to gain an insight into their successes and areas of need. The feeder school will talk to the SENCO and share any information regarding any SEN-D or other issue.
In addition to this, your child will attend three transition support sessions in the three weeks between May Half-Term and the Taster Days in June. We can also discuss the need for any further visits or tours if appropriate for your child.
If your child has SEN-D or areas of concern but does not have a Statement or EHCP, our SENCO will liaise with your child’s school to share information in order to ensure a smooth transfer. They might be included in an extra transition session to build their confidence before the Taster Days.
If a young person in Year 11 moves into the Sixth Form, our SENCO will continue to be aware of their needs and will monitor their progress and whether there is a need for intervention. If another provider, such as the College of West Anglia, is their chosen destination we will ensure that information about their needs and the provision they have received is sent to the appropriate member of staff within the new setting, following communication throughout the application process.
We ask all Year 12 students who join us from other schools to declare any previous SEN-D provision, including Access Arrangements, that they have received. Where students declare that they have Special Educational Needs, we liaise with their previous school to gather information and to ensure that we continue to meet their needs in the Sixth Form, so that they can fulfil their potential.
Assessing your child
Your child will be monitored and assessed to get the whole picture of them. This will be carried out through regular assessment and tracking within each Faculty. We may carry out more specific assessments if we feel your child might have an area of difficulty. The assessments used might include:
· Non-Verbal Reasoning Test (all children)
· Youngs Spelling (all children)
· Group Reading Test II (all children)
· Wide Ranging Achievement Test 4 (Reading)
· Wide Ranging Achievement Test 4 (Comprehension)
· Wide Ranging Achievement Test 4 (Spelling)
· Wide Ranging Achievement Test 4 (Numeracy)
· British Picture Vocabulary Scale (Receptive Language)
· The Rickter Scale (Social and Emotional distance travelled)
If your child needs special Access Arrangements in their exams at Key Stage 4 or 5 e.g. someone to read or write for them or extra time to complete exams, they will be assessed by a Specialist Teacher who is also our Cluster SEN-D Lead as some diagnostic assessments have to be carried out by a qualified practitioner. These tests will also look at Processing Speed as well as basic literacy skills. We will write to you to ask your permission to refer to the Specialist Teacher if your child needs an assessment of this kind.
Hopefully, we will never reach this stage but we recognise you may need to make a formal complaint. Our complaints policy is on our school website.
Information on Norfolk’s Local Offer can be found on the Norfolk website:
Norfolk County Council
Norfolk NR1 2DH
Tel: 0344 800 8020