St Crispin's School

The policies for identifying children and young people with SEN and assessing their needs are;

• Discussions with primary schools, colleagues and parents on transition;
• Primary schools inviting SENCO to attend Education, Health and Care Plan (EHCP) transfer and other meetings throughout the year where pupils have a Statement of Educational Need (Statement)
• Parents filling in a short questionnaire to ensure we know about any SEN that has been previously identified
• Staff from St. Crispin’s visit primary schools to see pupils in their setting and discuss them with primary school staff
• Year 7 Entry tests in English and Mathematics as well as the Cognitive Ability Tests (CATS) are used to identify areas of difficulty in each subject. If appropriate this then leads further testing with Wide Range Achievement Test version 4 (WRAT-4), Wide Range Intelligence Test (WRIT), Comprehensive Test of Phonological Processing (CTOPP) or Detailed Assessment of Speed of Handwriting (DASH) to alert to any potential reading, writing or processing difficulties
• Ongoing teacher observations, assessments, experience leading to a concern being highlighted to the SENCO
• Termly progress tracking
• Through referral by parents/carers
• Through referral to external agencies with diagnostic capability.

The Special Educational Needs Co-ordinator (SENCO) is Rebekah Brumby and she can be contacted on 0118 978 1144 or brumbyr@crispins.co.uk

Discuss concerns with the SENCO in the first instance. The SENCO will gather information from subject teachers and this may lead to a further meeting with the parent/carer and the SENCO and/or external agencies.

The SENCO or Deputy SENCO will be the lead professional in this work.

The arrangements for consulting parents of children with SEN and involving them in their child’s education are:

• Parents’ evenings
• Termly subject reports
• Annual reviews if child has an EHCP
• Meetings as needed with Form Tutor, Head of Year, SENCO or Deputy Head (Pastoral).

Parents/carers are welcome and encouraged to telephone, write, email or use the school planner to communicate with staff about any specific concerns that they may have.  In the first instance this contact should be with the form tutor who will then refer to the most appropriate member of staff to take any action forward. 

The school uses a SIMs INSIGHT portal that allows parents/carers to monitor attendance, behaviour concerns and rewards in real time.

• Visual timetables
• Use of laptops for difficulties with recording work
• Voice recognition software
• Ensure that equipment is easy to access and fast to drop off to encourage use
• Future plans to enable students to bring their own laptops into school.
• Use of smart phone to support learning under teacher guidance where appropriate
• Support staff in lessons to encourage the pupil to work independently
• Good communication with parents / carers through SIMS Insight online contact

The AET Progression Framework is used to measure the progress made in independent skills for pupils that are members of The Oaks.

• Good quality first teaching as part of the ethos of the school which ensures differentiation is in place.
• For some students a “Classroom Support Plan” offer teachers salient and helpful information regarding the specific barriers to learning and preferred method of supporting for individual students with SEN.
• An alternative curriculum is considered for some pupils.

Pupils that are members of The Oaks have a timetable that includes Life Skills to meet their individual needs.

Each child’s needs are looked at individually to determine the best strategies for them. Strategies include:

• Differentiated activities
• Visual support including pictures, writing frames or word banks
• Visual timetables
• Reward systems
• ICT support
• Small steps with specific achievable objectives
• Multi-sensory approach to activities

In addition to the SENCO, Deputy SENCO, Teachers of Bridge and Learning Support Assistants (LSA’s) the school’s budget supports:

• Specialist Intervention Assistants in Maths, English and Science
• Councelling and life coaching to support those with SEMH
• External services e.g. Educational Psychologist, SALT

This will vary for each child but we will endeavour to provide resources as each young person with SEND requires. Any resources and equipment that a young person needs will be considered based on recommendations made by specialist services.

Currently we have the following resources and equipment in school:

• Pencils and pencil grips
• Coloured paper and books when needed
• Coloured overlays
• A lift in the Science Department
• Edges of steps and stairs highlighted for students with visual impairments
• Specialist highlighted balls and posts in PE.
• Guidance rail to enable access to the hall
• igital hearing equipment and radio aids in conjunction with the Sensory Consortium.
• Laptops with a variety of software according to need
• Theraputty

Pupils in The Oaks have access to a Life Skills room and sensory room.  

Each case is assessed by the SENCO who has a specialist qualification issued by the British Psychological Society using history of need and history of use of concessions. Testing, using tests which are indicated in the JCQ regulations.

• Reader
• Scribe
• Extra time
• Own space
• Small group space
• Laptops without a spellcheck
• Laptops with a spellcheck
• Reading software
• Prompt
• Medical time out
• Practical Assistant

• On-going Teacher Assessments
• Standardised tests that give standardised scores and comparative ages
• SEN Support Meetings and parents evening

• All students have targets based on their KS2 results. Parents will see these targets and their progress towards them via termly reports.
• Short term SMART targets are set at meetings to draw up and review EHC Plans, Pastoral Support Plans and Provision Plans.

Parents / carers are welcome and encouraged to telephone or email staff about any specific concerns they may have.

• Tutor can be contacted by email in the first instance who will then refer to the most appropriate member of staff to take any action forward.
• Planner is a vital link between home and school and parents are asked to sign the planner every week to say they are aware of any messages written in by staff. Parents can also write in the planner to communicate with staff.
• SIMs INSIGHT portal allows parents / carers to monitor attendance, behaviour concerns and rewards.

• Give them a quiet and clear space to complete homework
• Ensure that organisational support is given to ensure the correct books and equipment is brought into school each day
• Communicate with the school as soon as possible to let them know about any difficulties

No

• Students views are sought through the process of generating and reviewing their own "Classroom Support Plan”
• Students are encouraged to play an active part in their Annual Reviews.

Students with SEND are offered the same full curriculum and course choice as all other learners. This includes GCSE, Level 1 or 2 Certificates, BTECs at Level 1,2 or 3 and A levels.

• The overall effectiveness of SEND provision is reviewed annually when the School Governors review the SEN Policy.
• The learning outcomes for students with SEND are regularly reviewed against national benchmarks

• Access to ARC Counsellor through self-referral or via Head of Year or SENCO
• Theme days that support young people with social issues
• Supported lunch and break clubs
• Social skills lessons as part of the TEAM provision
• Comic Strip Cartoons and Social stories
• Learning Mentors
• Courses to enable pupils to learn to reduce anxiety
• Access to the School Nurse each week during the lunch break
• Restorative practice embedded in the culture of the school
• Family support worker

• Strong and clear behaviour policy which is known to all staff and pupils. This is displayed and promoted as St Crispin’s Rights and Responsibilities.
• Time out to designated person and space
• Restorative practice in place where the emphasis is on the young person taking responsibility for their actions, to reflect on their behaviour and to put right what might have gone wrong.
• Referral for support and advice from an Educational Psychologist should the difficulties continue

• Nominated staff trained to deal with medical emergencies
• Emergency call system in place
• Medical Room for pupils to have their need assessed
• Medication procedures in place.

• Medication is kept in the main school office in a locked cupboard or fridge
• Pupils with Type 1 Diabetes have identified private areas to test and inject.
• Photographs of pupils with identified medical needs are displayed on the wall in the main office for ease of identification
• Parents provide spare inhalers, epi-pens and emergency high sugar content sachets for emergencies.
• Parents / carers provide spare inhalers, epi-pens and emergency high sugar content sachets for emergencies. Regular date checks of pupil’s spare emergency medication such as inhalers or epi-pens in the medical cupboard or fridge are checked to ensure the emergency supplies are in date. Pupils with diabetes, asthma and allergies are expected to carry their equipment with them at all times.

Should a pupil have occasional toileting difficulties spare clothing is kept in Learning Support and a young person is given any support needed to help them cope with the situation. Parents / carers will also be called in to school to support.

• CAMHS
• Occupational Therapists
• Physiotherapists
• Speech and Language Therapists
• Behaviour support advisors

This should be discussed with the SENCo in the first instance

Specialists come in to support depending on the assessment of a student’s needs. In school staff follow programmes provided by these services.

• In the first instance speak to the SENCO or Deputy SENCO who will advise the route to take.
• Usually this will be through the family GP.

The school takes very seriously its responsibility for safeguarding and has very clear whole school systems in place co-ordinated by a designated teacher. The school liaises with Children’s Social Care services by attending Child in Need (CIN) and Team Around the Child (TAC) meetings and by working together to ensure individual students and their families have the care and support needed

• Learning and Teaching Group have representatives from the SEN department and SEN is discussed as an agenda item each meeting.
• Courses run by the Local Authority
• In school sessions led by specialists from outside agencies e.g. Educational Psychology Service, the Sensory Consortium, Speech and Language Therapy Service and the Occupational Therapy Service.
• Input by SENCo to teacher training and newly qualified teacher induction programmes.
• An SEN booklet on top tips for specific difficulties and how to remove barriers to learning.
• Individual guidance and support from the SENCo.

• Courses run by the Local Authority
• In school sessions led by specialists from outside agencies e.g. Educational Psychology Service, the Sensory Consortium, Speech and Language Therapy Service and the Occupational Therapy Service.
• Direction by the SENCO programmes

The SENCo is a member of the British Psychological Society and has the CCET and CPT3A which enables her to test and submit reports for exam concessions.

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN. Recent courses attended include Mental Health issues, Dyslexia, Autism support, Speech and Language Support, Occupational Therapy support.

Students with SEND are invited to attend trips and activities the same as students without SEND. Where a concern may arise from the SENCo, other staff or parents / carers, Risk assessments are carried out and where appropriate LSA’s who know the student with SEND attend and support as required to allow participation on the trip. The Headteacher reserves the right to not allow a student to attend a visit should there be a health and safety concern for the trip leaders, supporting staff, the student with SEND or other students.

When appropriate, extra planning meetings are held with parents e.g. To discuss administering medication / dealing with emergencies e.t.c.

Our school has a Grade 2 listed building and restrictions on planning permission means we are in places limited in giving access to young people and parents / carers with mobility difficulties to all parts of the school.

• Teachers of pupils with a hearing impairment use a radio microphone when teaching to enable the young person to access the lesson.
• Staff are asked to enable the young person to lip read as well as hear using the radio microphone and the radio microphone is handed round for group discussions.
• Blinds on windows to prevent glare, specialist equipment in class and yellow lines on outdoor steps. Stairs within school have an edge strip to enable access.
• The stairs leading into the hall have a guide rail to enable access.

Each area of the school has accessible toilet facilities.

We are committed to adapt the internal environment where possible to meet the specific needs of each pupil.

• A meeting would be held on transition to plan to overcome any potential barriers, such as physical access or communication between home and school.
• We are able to utilise a variety of strategies to aid communication including a Family Support Worker and one to one support.

• The school has a strong EAL parent group, known as the International Parent Group which is very active in the school community. This is led and facilitated by the Family Support Worker who will where possible find another parent or member of staff to help with communication.
• The LA has a list of translation services and they can be accessed when needed.
• The school has access to online resources which support communication with parents.
• The school has an EAL handbook which it provides as an initial means of support to parents.

• Preparation begins when the pupil is in Year 5. The SENCO at the Primary School will suggest that a parent views a range of secondary schools and speaks to their SENCO’s to see who could most meet their needs.
• The parent makes an appointment with the SENCO at St Crispin’s School and a case history is taken at the initial inquiry meeting and advice given about the support that a pupil would receive should they attend the school.
• Parents are encouraged to attend the Open Evening for prospective parents and pupils and if required a morning visit to see the school in action.
• Parents are able to have as many visits as they require in this initial phase to enable them to make an appropriate choice.
• The SENCO or Deputy SENCO attends the Year 6 Annual Review in the case of a pupil with a statement or Education and Health Care Plan when the decision has been made.
• A member of the SEN support team will spend time in the partner primary school to ensure that we have a good understanding of the support the young person has had and any hints or tips we can gain to support them at school
• Should a young person be identified to join the TEAM Provision the Deputy SENCO will support the transition into St Crispin’s School with a highly personalised programme which is takes into account their SEN.
• Staff at St Crispin’s School will receive any additional training where needed to support the young person in the summer term.
• Vulnerable students have additional transition afternoon visits to the school

Students with SEND moving to the next Key stage are given lots of advice and guidance to enable them to make choices which build on their strengths. If required the SENCo will meet with them and also with their parents at options evening.

Exchange of information with the new SENCO and facilitating visits for the young person to the new further education institute.

Exchange of information with the new SENCO and facilitating visits for the young person to the new further education institute.

• Support provision maps
• Reports
• Behaviour logs
• Data

All Year 11 students benefit from careers advice provided as part of the Enrichment Curriculum. Additional support for students with SEND, when appropriate, includes:

• Transition programme with CBEBP
• Supported visits to local colleges

The Tutor would be the first point of contact.

No.

These would be signposted by the Head of Year or the SENCO

The School website offers and encourages feedback from parents/carers, but parents / carers are always encouraged to contact staff directly.

11.1: School admission arrangements for children with special educational needs and disabilities

11.2: School Accessibility Plan

11.3: Special Education Needs Policy