The Forest School

We gather information via the following means:

• Year 6 to 7 Transition through information provided by Primary School

• Year 7 Entry tests in Literacy skills and Cognitive Ability Tests are used to identify areas of possible difficulty which may also impact upon learning. Math testing is done by the math department in Year 7

• New students (transitioning from other schools yrs 7- 11) are also tested on entry in their literacy skills to highlight any possible difficulties.

• In the first instance, contact your child’s form tutor who will then discuss any issues with subject teachers and Head of Year;  

• Any information or assessments will be reviewed after a term and, should your child still fail to make expected progress, then s/he will be referred for intervention;

• You may also wish to contact the SENCO directly to discuss concerns.

Where our assessment has identified that a pupil is experiencing difficulties, we follow a cycle of ‘assess, plan, do, review’ which leads to an ever-increasing understanding of needs and how to address them.  This is known as the ‘graduated response’. We ensure that:

• The class teacher carries out a clear analysis of the pupil’s needs, supported by the school’s SENCO;

• The analysis of needs includes data on progress, attainment and approaches to learning and the views of the pupil and their parent/s or carer/s, and advice from any other support professionals;

• Where behaviour is an area of concern, we use a behaviour support plan which draws on an analysis of Antecedents, Behaviour and Consequences;

• We plan for provision which can remove the barriers to learning for the pupil using evidence based and effective teaching approaches, appropriate equipment, strategies and interventions;

• We provide support which may include differentiation, additional programmes, small group and/or individual support where possible;

• The class teacher retains the responsibility for the learning of the pupil even if the pupil is receiving support away from the rest of the class, for example, in a small group;

• We review the pupil’s progress and development and decide on any changes to be made in consultation with the pupil and their parent/carer;

• Where progress is limited, we take advice from external specialists /practitioners and discuss their input, advice and support with parent/s or carer/s, and all staff involved;

• Where assessment indicates that specialist services are required, we make referrals promptly and discuss at termly school planning meetings;

• We draw up SEN Provision Maps 

Parents and carers are key partners in their children’s education.  Evidence shows that children make the most progress when their key adults work together.   At The Forest School, we demonstrate this by:

• Always discussing any concerns that we have with the pupil’s parents and/or carers at the earliest point;

• Listening to and hearing what parents and carers say;

• Identifying outcomes to be achieved with parents and carers;

• Planning interventions with parents and carers;

• Meeting with parents/carers to review their child’s progress;

• Being honest, open and transparent about what we can deliver;

• Making sure parents know who to contact if they have any concerns.

Pupils throughout the school are encouraged to be as independent as possible using the skills they have. This will include aspects of personal care, personal organization, learning to be independent of full adult attention, moving around independently and much more:

• Students are awarded commendations for achievements in attendance, correct equipment, homework and effort to promote independence further;

• Form Tutors may act as a key person for the student who may be less organised due to their disability and help in establishing routines;

• Visual timetables are produced for those who may need this accommodation;

• Verbal reminders about homework where possible (particularly in KS3). The ‘show my homework’ app also gives students / parents reminders of homework that is due in;

• Homework club is provided to encourage and assist students with SEN before and after school daily;

• Meet and Greet’ is provided for those students who find it difficult to organise / function in a large school (with many different teachers and many things to remember). A key person will check in with the student on a daily basis and help them with any problems they may have or reassure them about what subjects they have and where they are going each day to help them to prepare themselves.

In line with the 2014 SEND Code of Practice, the school promotes high quality first teaching in class. All teachers are teachers of children with special education needs.

Pupils with SEN are supported in a variety of ways including:

• Differentiated activities tailored to their needs;

• Support from the class teacher (or Learning Support Assistant where possible);

• The use of specialist equipment where necessary / possible;

• Small group or individual interventions to achieve specific outcomes where possible;

• Specialist support off site with other agencies.

Each child’s needs are looked at individually to determine the best strategies to be used specifically, or generally, across the curriculum.

Strategies may include:

• Visual timetables;

• Visual support including pictures, writing frames or word banks;

• Prompt cards;

• Laptops with enlarging capabilities;

• Multi-sensory learning approach to activities;

• Differentiated activities and resources;

• Rewards system;

• ICT support;

• Social skills group activities;

• Cartooning to communicate.

• Learning Support Assistant for after school homework club

Where appropriate, and on a needs basis, students may have access to the following resources:

• Learning Support Department;
• Learning Support Assistants;
• Homework Club for SEN pupils;
• Reading programme;
• Handwriting programme;
• Reader pens;
• Computers;
• Fiddle Toys;
• Coloured overlays;
• Laptops.

We follow the guidelines of the Joint Qualification for Schools (JCQ) guidelines and below are listed some examples of the exam access arrangements that can be made:

• Supervised rest breaks;
• Extra time;
• Reader;
• Scribe/Amanuensis;
• Prompter;
• Laptop.

• On-going teacher assessments (plan, do, review);
• 3 data reports from subject teachers and 1 written report from head of year and Form Tutor per academic year;
• Parent evenings;
• Parental portal;
• Annual reviews for those with Education, Health Care Plans (EHCP);
• Intervention updates (at least once a year) and upon completion;
• Standardised tests administered for those highlighted as consistently and significantly being impeded by SEND;

• Reviewing of progress against targets will take place during discussions with teachers during parents’ evenings;
• Review of progress of interventions such as Reading / Handwriting is communicated through email / letter;
• Parents of students with EHC Plans are consulted as the needs arise as well as at the yearly annual review meeting.

To discuss your child's progress we offer:-

• Communication via telephone or email;
• Parents evening to meet subject teachers and SENCo;
• Meetings with Form Tutor, Head of Year or SENCo;
• Designated meetings for specific pupils with exceptional needs to work with outside agencies;
• Annual Reviews, if the child has an Education Health and Care Plan.

Regualr contact is made by:-

• Form Tutors or Subject Teachers to contact / discuss with parents any needs as they arise;
• Staff may be contacted via emails or phone;
• Some SEN students may require a Home-School liaison book through which parents / school staff can communicate;
• Information on the parent portal (via the school website);
• Academic and attendance tracking reports.

• Parents / carers need to be familiar with, and in support of the procedures, rules and guidelines set down by the school;
• To communicate with the school about important issues that might impact on the child’s behaviour, wellbeing or safety (Form Tutor is the first port of call);
• To attend meetings and seminars at the school;
• To assist the child with the planning and organisation of the school bag, equipment and homework;
• To ensure that the child is prepared for the school day physically, emotionally, behaviourally and socially;
• To provide a quiet space for the child to study, research and complete homework tasks at home.

• Meetings with parents;
• The school runs regular curriculum evenings, throughout the year, for each subject teacher to inform parents on progress and how to support their child;
• Parenting courses are accessed through the school; by referral to the relevant outside agency.

• Pastoral programme booklets and questionnaires;

• Target setting within subject areas;

• Learning Support Department mentoring, questionnaires, interviews and meetings.

The Forest school offers a comprehensive and inclusive curriculum, available to all pupils including:

• GCSEs
• BTECs
• GCEs
• DoE

• Individual pupil progress is monitored and reviewed against targets;
• Monitoring the academic progress of SEND pupils against national/age expected levels 9as well as national SEND performance data);
• Pupil progress is monitored via teacher assessments and standardised scores;
• Outside agencies review objectives set and progress made towards those targets;
• Discussion with children and parents, as appropriate;
• Mentoring reports, with target setting, which are prepared termly.

• Meet and Greet sessions every morning;
• Encouragement and support through 1-1 mentoring (EHCP students);
• Break and Lunch club / Social Skills Groups;
• Learning Support Assistants in mainstream lessons;
• Pastoral support is offered through the Safeguarding Lead and Head of Pastoral
• External agencies

• Communication of strategies between staff, pupils and parents or carers;
• Behaviour Support Plans;
• Pastoral Support Meetings in school between parent, student and head of Year;
• Identify appropriate outside agencies to work with the pupil and/or parents/carers;
• Return to learn area (to accommodate internal exclusion).

• School First Aider;
• First Aid equipment / room;
• Staff will take on any additional training, as needed, to support the medical needs of any child.

• Parents are expected to supply spare inhalers, epi-pens and specific medication for emergencies;
• Medicine policy for the storage and safe keeping of all medications;
• School First Aider to attend to the medical needs of the pupils;
• Specifically trained adults, according to the individual needs of the pupil;
• All staff are made aware of pupils with specific allergies and/or medical needs.

• There is a toilet for disabled use in the school building and in the library area;
• There is a wet room in the Sports Hall.

• Educational Psychologists;
• Children and Adolescent Mental Health Service;
• Speech, Language and Communication Therapists;
• Occupational Therapists;
• Sensory Consortium Teachers;
• ASSIST;
• Common Assessment Framework Officer;
• Intervention workers from Foundry College for pupils and parents as and when necessary.

• Contact the Head of Year or SENCo to discuss your concerns and, if necessary, they will make a referral.

• The specialist service will observe and assess the child before preparing a programme for the school to follow;
• School, staff will be trained to deliver the programmes provided, and monitor progress for further reviews with the SaLT and OT therapists.

• Parental referral through online triage cypit: https://www.berkshirehealthcare.nhs.uk
• GP referral

• School has access to children’s social care services, if required
• Designated staff for Child Protection are made known to all staff and pupils on entry to school
• Liaison with Referral and Assessment Team and Neighbourhood Teams

• Information relating to SEN pupils is shared with all teaching staff
• Training sessions on SEN or relevant SEN updates, using SENCO and or experts from outside agencies
• Free, external SEN courses are offered to Teaching staff

• Information relating to SEN pupils is shared with teachers and learning support staff;
• Training sessions on SEN or relevant SEN updates, using SENCO and or experts from outside agencies
• Free, external SEN courses are offered to LSA staff
• SENCo attends JCQ updates annually

The SENCo has the following SEN qualifications:

• Postgraduate Certificate in Dylsexia and Literacy 
• Approved Teacher Status (ATS) from British Dyslexia Association 
• National Award for SENCO
• Specialist Assessor (CPT3A) for exam access arrangements

The teaching staff have a great deal of experience in dealing with a range of SEND pupils.

Also one member of staff has the following expertise:

• Speech Language and Communication - EKLAN Certificate - Level 3
• CELTA - Certificate in English Language Teaching to Speakers of other Languages

• The Learning Support Assistants have training in a range of SEN with qualifications at NVQ level 2 and 3;
• An LSA is currently attending training in Speech Language and Communication - EKLAN Certificate;
• All LSAs have completed online training in Autism Spectrum Disorder. and how to support students with SEND in Secondary School.

• All children are included in out of school activities and trips;
• Discussion with parents and a risk assessment is undertaken, in line with the Local Authority guidelines;
• Parents may accompany their child, if necessary, or 1:1 support may be provided depending on the level of need.

• Through discussions with parents and school staff to determine the level of support needed;
• Meetings are organised before the activity or trip;
• Parents may accompany the child on some trips;
• Advice is also taken from the venue to be visited, in terms of their facilities and accessibility.

• The newly extended 6th form block has access for students with mobility difficulties or wheelchair use, throughout the building;
• The new 6th block is fully equipped for disabled pupils;
• As far as possible, the school is accessible to all children but, as it is an old building, there are sections that are not accessible.

• Advice is sought from outside agencies regarding adaptations in teaching areas of each child as needed

• There is a toilet designated for disabled use in the Medical Room and in the School Library;
• The new changing room has a toilet for disabled use;
• There is a wet room in the Sports Hall facility.

• As far as possible, the school is accessible to all children but, as it is an old building, there are sections that are not accessible;
• The 6th form building is fully accessible for all students;
• For temporary incapacity, there are changes to the room allocation for that pupil, to minimise  the difficulties of moving between classrooms.

• Parents with a disability are treated as equals, with respect and understanding;
• If the school is informed of a disability in advance, we will try to accommodate this, as far as reasonably possible, in order to be pro-active instead of reactive;
• The school website is available in various accessible formats;
• Printed information is available in a number of formats, wherever possible;
• The school has a plain English approach.

• Translations and support are sought for parents who do not speak English to a fluent level
• There is an EAL teacher who is involved with the parents of our EAL students

In preparation for the transfer to secondary school there is a:

• Planned transition, which includes meetings and visits to the school for the pupil and the parents / carers;
• A Transition Programme for SEN and Vulnerable pupils;
• Liaison with the current school, to meet the child and the teacher in that familiar setting;
• Transition and information booklets outlining the features and procedures within the school;
• Meetings with the family and specialist services who are involved with them;
• SENCo or support staff to attend Team Around the Family meetings or Annual Reviews, if appropriate.

• Teacher assessments and discussion with Form Tutor, Head of Year and parents
• Year 9 Options evening
• Meeting with Senior Leadership Team, Sixth Form leaders and Year Directors to discuss post 16 options
• Career meetings (small group or individual where necessary)
• Guidance sessions with careers advisor at the school

• The Year 6 – Year 7 transition programme;
• SEND Transition and information booklet, with photos of key adults and important places in the new school;
• Liaison with current setting to provide records and information about the child;
• Meet with teachers to pass on information including academic and social needs, specific strategies that work and medical details;
• Meet with outside agencies to support transition.

• Contact teachers to discuss child’s special educational status and provision
• Discuss academic and social needs, specific strategies that work and medical details
• Recommend that the new school visit the child in current setting
• Teaching Assistant may accompany a child on visits to the new school where necessary
• Share good practise and strategies with new school staff
• Encourage parents to be involved in the process.

• In consultation and agreement with the parents, the school will provide information relating to academic attainment, formal assessments, specialist reports, provision and strategies that are currently in place
• Details of SEN in the Education Health and Care Plan
• Copies of Individual Learning Profile or Provision map where relevant
• Child Protection records where relevant

• Liaison with the SENCo in the new setting
• Liaison with qualified Careers Staff, Head of Year and Sixth Form Tutors
• Allow child to attend open days with LSA support and within school hours where necessary
• Seek advice from the Forest School, Careers Advisor
• Prepare a Support Plan as necessary
• Arrange visits to the new setting with staff and/or parents
• Liaise with the outside agencies that may be involved with the child

• The child’s Form Tutor is the first point of contact

None

• The school webpage has details of the agencies that may be able to offer support to parents and families
• SEND policy has a list of relevant contacts

• Feedback from parents is welcome and can be sent via email, letter or in response slips and questionnaires
• Academic concerns with the subject teacher, Form Tutor or Head of Year
• Parental questions and feedback during the Year 6 – Year 7 transition programme
• Contact with the Head of Year or SENCo to discuss concerns or issues regarding SEND
• Contact Headteacher or SEN Governor with complaints

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

11.2: School Accessibility Plan

11.3: Special Education Needs Policy