Springwood High School Academy’s Special Educational Needs and Disabilities Information Report
Mrs Kaye Bunting is Springwood High School’s Special Educational Needs Coordinator (SENCO).
She can be contacted on 01553 773393 or by Email: firstname.lastname@example.org
What 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 Year Manager, Form Tutor, Subject Teacher, Head 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, Access Through Technology, Autism Advisory Service, School Health and Sensory Support Services amongst other specialists, as well as seeking advice from our commissioned Specialist Teacher and our Behaviour Manager 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’ alongside other staff who know the child well, involving parents and the young person in the discussion.
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 as part of Quality First Teaching. The vast majority of support is provided in class from a team of subject based and student-specific Achievement and Progress Support Assistants so that students’ access to the curriculum is not disrupted. However, we can offer support and intervention programmes to boost and support pupils if necessary, including:
- Accelerated Reader
- Literacy Mentoring
- Typing Skills
- Maths Mentoring
- Self-Esteem Support
- IDL Literacy and Numeracy
- English and Maths Support Groups
In the 20/21 academic year, we will be investing in a Lego Therapy Intervention to support social communication and social skills.
F-Ten is a quiet, supervised space at break and lunchtimes for students requiring the facility.
We have a Behaviour Manager 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 local area we have access to the following external specialists, some of which are traded services.
- Specialist Teacher
- Speech and Language Therapist
- Educational Psychologist
- Specialist Autism Advisory Services
- School Health
- Occupational Therapy
- Virtual School for Sensory Support (Vision and Hearing)
- Neuro-Developmental Service
- Access Through Technology
Members of staff receive training to help and support our pupils. This includes training in:
- Autistic Spectrum Conditions
- Adverse Childhood Experiences
- Selective Mutism
- Specific Learning Difficulties
- Attachment and Trauma
- 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
If a learner is identified as requiring SEN support, we will provide support that is additional to or different from the differentiated approaches and learning arrangements normally provided as part of high quality, individualised teaching intended to overcome the barrier to their learning.
This support is described on Learning Profiles which describe the interventions and actions that we undertake to support learners with SEN across the year groups. We review and modify the Learning Profiles, regularly as our learners and their needs change.
Various strategies are used to adapt access to the curriculum including visual timetables, laptops, ICT support, positive behaviour reward systems, social and emotional support and coloured overlays/ exercise books.
When providing support that is “additional to” or “different from” we engage in a four-stage process:
Assess – this involves taking into consideration all the information from discussions with parents/carers, the child, the class teacher and assessments.
Plan – this stage identifies the barriers for learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on an SEN Support plan and will form the basis for review meetings.
Do– providing the support – extra assistance for learning – as set out in the plan
Review – measuring the impact of support provided, and considered whether changes to that support need to be made. All of those involved – learner, parents or carers, teachers, SENCO and outside agencies contribute to this review. This stage then informs the next cycle.
Identifying Children with a Special Educational Need or Disability - The Graduated Response
Supporting Needs at Phase Transfer (Year 6 into Year 7 and Year 11 into Post-16)
If your child has an EHCP, the SENCO will be invited to the Annual Review by the feeder school during Year 6 and sometimes as early as Year 5 if there are queries around whether mainstream education is appropriate. This enables us to start building a successful relationship with you and 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 concerns.
In addition to this, your child will attend additional 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 an 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 at Springwood 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 in liaison with the Sixth Form team. If another provider, such as the College of West Anglia, is their chosen destination; we will ensure that, with your consent, 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 for exams 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.
If your child joins our setting at a time other than the key transition points, we ask that you share information with us regarding any identified needs or concerns that you have so that we can work together to support your child. We liaise with previous settings to request that relevant files are shared with us.
When a child’s needs are viewed as exceptional and their need cannot be fully met within our own school budget, an application can be made to the Local Authority for Top Up Funding. These applications are made by the SENCO and Headteacher of our school. If the Local authority agrees to this additional funding then the money is released to our school to use in our proposed way. This may be in the form of equipment, resources, training for staff, specialist advice and support, or some direct adult support for a pair or group of children with the same need, or support for an individual child. Parents will be informed if applications for funding are to be made and of the outcome of the application. Further funding may be necessary and subsequent applications can be made following a review of the impact.
For students with EHCPs, we are required to ‘band’ the level of need of each student and the Local Authority allocates funding according to the identified level of need.
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.
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 take place but the EHCP will also be formally reviewed annually.
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.
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, and we may carry out more specific assessments if we feel your child might have an area of difficulty. The assessments and data used might include:
- Non-Verbal Reasoning Test
- Star Test (Accelerated Reader)
- Youngs Spelling
- Group Reading Test II
- Wide Ranging Achievement Test 5 (Reading)
- Wide Ranging Achievement Test 5 (Comprehension)
- Wide Ranging Achievement Test 5 (Spelling)
- Wide Ranging Achievement Test 5 (Numeracy)
- British Picture Vocabulary Scale (Receptive Vocabulary)
- Access Reading Test
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 as some diagnostic assessments have to be carried out by a qualified practitioner. These tests will also look at Processing Speed and pace of working 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.
Information on Norfolk’s Local Offer can be found on the Norfolk website:
Norfolk County Council
Norfolk NR1 2DH
Tel: 0344 800 8020
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.
Version: November 2020