Eden Girls' School

Schools extended Local Offer response

Special Educational Needs policy

For the school Special Educational Needs Policy, please click on the link above.

Teaching and learning

The school recognises that children with SEN are entitled to a broad and balanced curriculum. Academic subjects leading to the English Baccalaureate are at the core of the curriculum. Pupils are generally expected to follow pathways which ultimately lead to GCSE and A Level qualifications. A highly personalised and rigorous curriculum delivery model ensures that the pupils who attend the school access and engage successfully in the curriculum. The school also offers a spectrum of alternative qualifications for pupils for whom GCSEs are not appropriate. Pupils with complex learning needs are offered alternative qualifications such as entry level literacy and numeracy.

Most children’s learning needs are met through quality first teaching where class teachers use a range of differentiation. Pupils are placed in sets and the lessons are planned to allow all pupils in every class to reach the objectives of the lesson. Staff are aware of the learning difficulties of the SEN pupils and follow the guidelines and strategies provided by the SENCO. Common Lesson Planning proformas, quality assured by the SENCO, ensure teacher’s planning details the support strategies for targeted pupils, including those with SEN. Classroom organisation and management ensure that children are given opportunities to take part in a range of learning contexts with appropriate support (e.g. whole class work, mixed ability and ability groupings).

Identifying and assessing Special Educational Needs

The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils.

The school assesses each pupil’s current skills and levels of attainment on entry through baseline and standardised screening tests (e.g. CAT tests, reading tests), building on information from previous settings and key stages where appropriate. At the same time, the school considers evidence that a pupil may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made for them.

Parents, the class teacher or other professionals, within or outside the school, may also express concerns which trigger an assessment. These may refer to a child’s difficulties in coping with the normal demands of the school with regard to: attendance; punctuality; social concerns; medical concerns; speech and language; learning; behaviour; and possible neglect or abuse.

Class and subject teachers, supported by the senior leadership team, make regular assessments of progress for all pupils. These seek to identify pupils making less than expected progress given their age and individual circumstances. Pupils in Key Stages 3 and 4 have a half-termly formal assessment to ensure that all pupils are ‘on track’ to achieve their learning targets. This process allows for the identification of needs where this has not taken place through initial assessment.

The school is also alert to other events that can lead to learning difficulties or wider mental health difficulties, such as bullying or bereavement. Where there are long lasting difficulties, the school will consider whether the pupil has SEN.

When identifying SEN, the school is mindful of the following:

• Slow progress and low attainment do not necessarily mean that the child has SEN
• Attainment in line with chronological age does not mean there is no learning difficulty or disability
• Pupils with English as an additional language who require support should not be regarded as having SEN unless assessment shows that they have learning difficulties in addition to second language support
• Persistent disruptive or withdrawn behaviours do not mean that a pupil has SEN.

In line with the Code of Practice ‘graduated response’, the school develops a personalised approach involving support and intervention for those pupils who may not achieve expected progress. If pupils do not make adequate progress as a result of quality‐first teaching then pupils are assessed to identify their individual needs as the first stage in the ‘assess‐plan‐do‐review’ cycle.

Where it is decided that a pupil does have SEN, the pupil is added to the SEN Register and parents are formally informed that the school has decided to provide SEN support. 

Involving parents and children/young people in planning and reviewing progress

Parents are key partners in their children’s education. Evidence shows that children make most progress when their key adults work together. The school demonstrates this by:

• always discussing any concerns we have with the pupil’s parents at the earliest point
• listening, and hearing, what parents say
• identifying any outcomes to be achieved with parents
• planning any interventions with parents
• meeting with parents to review their child’s interventions and progress
• being honest, open and transparent about what we can deliver
• making sure parents know who to contact if they have any concerns.

Where children and young people are ‘looked after’ by the local authority we have an additional role as we are all corporate parents. National figures show that children who are looked after are significantly over represented at school support stages and through statutory needs assessments. In order to ensure that we are responding appropriately we:

• do not make assumptions based on a pupil’s care status
• monitor the progress of all our children who are looked after termly
• have an up to date Personal Education Plan which is easily understood by everyone involved
• ensure close working with the specialist services who support children who are looked after including the LAC nurse, social worker, Virtual Headteacher
• normalise life experience wherever possible
• ensure our children who are looked after, especially those with SEN, are fully included in the activities available, accepting that sometimes this will mean additional arrangements to allow them to take part in activities.

The school ensures all pupils are encouraged and supported to make their views known. Strategies we use include written comments, talking to a preferred adult, friend or mentor, drawing etc.

All pupils are also encouraged to monitor and judge their own progress in a positive and supportive environment. Any interventions or strategies are fully explained and discussed with pupils.

Pupils whose learning is vulnerable and who require individualised support, are supported by a Pupil Support Plan which identifies the areas of need, the outcomes which need to be achieved and the provision which will be required to meet those outcomes. All plans use a person-centred approach which puts children, young people and their families at the centre and advocates that everyone has the right to exercise choice and control in directing their lives and support. When writing a Pupil Support Plan we discuss the individual targets on the plan with pupils and identify their achievements and areas for development from the work they have done in class or otherwise.

Pupils who have Statements of Education or Education or Health and Care Plans are also consulted through the pupil advice paperwork in preparation for their SEN Interim and Annual Reviews and are also present at the meetings.

Any reviews undertaken are always outcome focussed, where outcomes reflect what is important to, and for, the pupil. 

Additional support

Where additional support is provided in class, it is deployed thoughtfully and sensitively to promote children’s independence and to avoid them becoming dependent and passive as learners. Support is used to assist the child in achieving the best they can do and to provide opportunities for over learning to promote confidence and raise self-esteem.

Wherever possible, Specialist Support Assistants work with children within the classroom. Any arrangements for withdrawal are discussed with the SENCO and agreed by the Senior Leader responsible for the Curriculum – such decisions are consistent with the Pupil Support Plan, Statement, Education, Health and Care Plan for the particular pupil.

Where additional intervention outside the classroom is provided, sessions aim to:

• emphasise key concepts and skills required for attainment in that subject
• clarify difficult concepts and misconceptions covered recently in those subjects
• pre-teach difficult concepts ahead of quality first provision
• allow learners to demonstrate learning and reinforce it through application and assessment for learning
• instil self-confidence of learners in the subject and equip them with the skills to increase learning in that subject
• allow learners to enhance capability and performance in internally assessed components.

Focused, robust and timely intervention in English and Maths for pupils with SEN, aims to enhance literacy and numeracy levels so that pupils can access all aspects of the curriculum as soon as possible.

Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment and electronic books to access resources and complete learning at home.

In order to ensure equality of access, the SENCO, depending on the needs of the pupils concerned , will provide special arrangements which may comprise of up to 25% additional time, a separate room with an invigilator, a reader, a scribe and enlarged text papers.

Support for pupils with Speech Language and Communication

Difficulties Pupils with Speech, Language and Communication Difficulties receive support with spoken and written vocabulary. Programmes/advice provided by the Local Authority Speech and Language Therapists are implemented to support pupil progress with receptive and expressive skills.

Support for pupils with other Specific Learning Difficulties

Appropriate strategies are used in lessons and intervention to support pupils with other specific learning difficulties. Dyslexia Training (including Memory Training) is provided for staff. Utilisation of the Read, Write Gold software also ensures access to reading materials for pupils with Dyslexia.

Meeting social and emotional needs of children/young people

Driven by our mission of educational excellence, character development and service to communities, our pupils benefit from our 3-wave programme to enhance and develop their social and emotional wellbeing.

Wave 1 involves:

• a curriculum guided by the ethos of the school, including the learning of fundamental British values and an emphasis on character development through all lessons
• effective safeguarding measures and protocols
• Thought of the Week programme
• the whole school assembly programme
• Progression Maps which allow pupils to measure progress in their character and values
• restorative justice approach to behaviour management.

Where pupils need to improve their behaviour or conduct in school, they are given Wave 2 support. This involves:

• Head of Year detentions
• a Learning Report from the Learning Co-ordinator
• a Behaviour Report from the Head of Year
• personalised rewards and sanctions
• the Head of Year working with pupils to set targets for improvement and reviewing their progress.

For some pupils, we will need to offer more individual support. For the most vulnerable and/or disaffected learners, we provide a Wave 3 programme to help them deal with and overcome their challenges. This involves:

• mentors working with the pupil over some time to help them explore any underlying problems
• development of a Mentoring plan with the pupil to set short-term goals for improvement
• establishment of an Every Child Matters Group, Risk Register and support plans.

 

Keeping up to date with knowledge and skills

We see training and professional development as key to effective SEN support. The school ensures all staff, including the Principal, receive professional development and are equipped with the skills and knowledge so that they can identify when a pupil may have a special educational need which requires additional and different resources to those which have already been applied.

Every year we do an analysis of staff training needs which includes knowledge and expertise about different SENs. We also provide a whole staff briefing on the procedures set out in our SEN policy.

Training includes:

• Differentiation
• Speech Language and Communication Needs
• Dyslexia Training
• ASD Training
• Safer People Handling Training

SEN Briefings are delivered on a regular basis to meet needs identified by staff.

An SEN Faculty Handbook contains all relevant information to enable Specialist Support Assistants to support pupils appropriately. This includes information of the nature of each pupil’s SEN need, equipment and resources, strategies, recent advices, Education Health and Care Plans etc.

Transitions

Transition is ever present in our planning for pupils as we are constantly aware of the skills pupils will need in order to access the next part of their learning. When that learning is to take place in a new setting or phase, transition planning for this is a key task.

In order to ensure a smooth transition to the school:

• A designated Head of Year for Year 6/7 who specialises in transition from primary to secondary school is in place.
• The Access and Inclusion Team work closely with the Head of Year 6/7 to ensure that pupil information is disseminated appropriately across the school.
• The SENCO attends review meetings at primary schools for the new intake of pupils who have Statements of Special Educational Needs, Individual Pupil Resourcing Agreement (IPRA) or Education, Health and Care Plan.
• There is close liaison with the SENCO and the Learning Support Assistant from the pupil’s primary school to ensure pupils’ needs are fully understood prior to them arriving in school.
• Meetings are held and a transition visit is booked with parents and the pupil; a tour is given and any concerns/queries addressed.
• Further transition meetings take place with the primary school Learning Support Assistant bringing the pupil into school to meet with the new Specialist Support Assistant. The pupil is able to ask questions and the team reassures the pupil.
• The pupil takes part in some lessons experiencing the beginning of some lessons, the end of other lessons, break and lunchtimes and an assembly.
• An Induction Day in the Summer Term enables pupils to meet with staff, including the Access and Inclusion Team.

This rounded approach ensures pupils attend the first day of school with confidence, knowledge of the school site, and an awareness of the school day. Pupils are also familiar with some of the teaching staff and the Access and Inclusion Team.

All key stakeholders work together to support transition throughout the Key Stages. There is a strong relationship between the Pastoral Team and the Access and Inclusion Team to secure a comprehensive and holistic approach to support. There are three Heads of Year that make up the Pastoral Team. Whilst the Head of Year 6/7 remains responsible for this Year Group, from Year 8 onwards Heads of Year remain with their Year Group to ensure consistency and transition through the school, nurturing strong relationships with pupils and their families. Where possible, Specialist Support Assistants also continue their support for individual pupils throughout their life at the school.

The School has high aspirations for all pupils with SEN, and supports them in preparing for the next phase of education or training and beyond into adult life. Preparing for adulthood, and the outcomes which will support independence and choice making, involves the graded development of skills. These skills begin at the earliest ages with opportunities to practice those skills at age and stage appropriate levels. We provide opportunities for all pupils to practice developmental and transferable skills which will prepare them for life as members of their community.

Pupils with SEN also receive independent and impartial advice about all of the mainstream education, training and employment opportunities on offer, regardless of their individual circumstances. They are also given information on the full range of specialist provision that is available and the support available to help them access the provision. Where a pupil has an Education, Health and Care plan, all reviews of that plan from Year 9 at the latest, and onwards, include a focus on preparing for adulthood, including employment, independent living and participation in society.

All documentation about special needs included in a pupil's record is transferred between schools when required. 

Helpful contacts

Inclusion:

Mrs Shegufta Farooq-Bowkan - SENDCo

Safeguarding and Pastoral Support:

Mr Mostafa Chehab - Assistant Principal