Chantry Special Educational Needs and Disabilities (SEND information report)


The Chantry SEN Department is led by Miss Ruth Robinson - SENCO and supported by an experienced team of teaching Assistants and an enthusiastic Governor for SEN Mrs Pat Owen. The following pages outline the provision for SEND at Chantry in line with the entitlement of pupils in Worcestershire mainstream schools under "Ordinarily Available" and the new SEND Code of Practice 2014.

All teachers at the Chantry use their best endeavours to make sure that a child with SEN gets the support they need – this means doing everything they can to meet children and young people's SEN through quality inclusive teaching. The school will also ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN. Heads of Year and the SENCO will monitor academic progress as well as emotional well-being and participation in the daily life of the school. The needs of pupils are met using 3 levels of intervention described as 'Waves of Support', which support access to the curriculum.

Wave 1 describes quality inclusive teaching which takes into account the learning needs of all the pupils in the classroom.

Wave 2 describes specific, additional and time-limited interventions provided for some pupils who need to help accelerate their progress to enable them to work at or above age- related expectations. This often involves work with a targeted group of pupils with similar needs.

Wave 3 describes targeted provision for a minority of pupils where it is necessary to provide highly tailored interventions to accelerate progress or enable children to achieve their potential.

The school has also introduced a 'Graduated Response' in line with the new code of practice following the cycle of 'Assess, Plan, Do, Review' in responding to the needs of SEN pupils. Provision for SEN pupils will be reviewed termly with pupils and information provided to parents.

For more information on the Chantry SEND Offer please click on the appropriate links on this page.

If you child has SEND and wish to know more about what we have to offer please contact us on:

Chantry- main office 01886 887100 or This e-mail address is being protected from spambots. You need JavaScript enabled to view it. 01886 889303

Links

Teaching Assistants

Outside agency links

SEN Team training

Identification

Chantry Wave document

Diverse Curriculum

SEN performance

 

The Role of Teaching Assistants at Chantry

There are currently 11 Teaching Assistants (TAs) working with our SEND students. The team is headed by Mrs Helen Buono senior teaching assistant. Two TA's have dedicated roles in core subject areas and are directed and managed by the appropriate Head of Department, with Mrs Cant attached to Maths and Mrs Barnett attached to English.

The majority of TAs (apart from those attached to English and Maths) are assigned to pupils with Statements (From September 2014 Educational and Health Care Plans (EHC Plan)) and therefore support across a range of subjects giving a consistent support for the pupil. Core subjects are targeted for support first but the views of pupils and parents are considered when allocating the support.

TAs have high expectations of all students, and use their subject knowledge to enable all students to achieve the learning objectives set in lessons. Teaching staff plan lessons to make effective use of TAs either to assist individual pupils, take small groups, or assist the whole class.

At present three TAs are trained to deliver our Wave 3 literacy intervention Fresh Start – a specialised multisensory learning programme which is used to improve reading and spelling ages.

All TAs have undertaken training in supporting handwriting in the school supported by Morells Handwriting Company. Mrs Sue Palmer (TA) has taken the lead in running 'Handwriting Intervention' sessions in the school. These sessions are taken in lesson time and can involve classroom withdrawal. The school has also run successful sessions during the holidays (February 2014).

TAs also provide one-to-one study skills intervention sessions. This helps our SEND pupils in becoming more confident independent learners. Phonics intervention programmes are also offered on a one-to-one basis as well as the use of 'precision teaching' to develop pupil skills.

TAs meet regularly to discuss pupils, strategies and progress with the SENCO and minutes are passed to the Heads of Year, Heads of Department and the Leadership Team. The SENCO meets weekly with the Heads of Year and the Assistant Headteacher-Pupil Support Mrs Hayes to discuss pupil needs.

TAs have also been trained and support the schools Accelerated Reader programme that is delivered in lesson and registration time in Year 7 and for 2014 Year 8. TAs assist pupils with undertaking quizzes as well as listening to individual pupils read.

One TA has responsibility for working with pupils with Speech and Language difficulties. Mrs Lisa Richardson has recently undertaken the ELKLAN Speech and Language qualification and is the names linked with the Speech and Language service. She currently delivers the schools Social Skills course and Language for learning course.


Links with outside organisations

Chantry has collaborative partnerships with many different agencies. This means that a plan can be developed to meet your child's needs, both in and out of school.

We hold regular meetings to monitor student welfare and progress. The SENCO meets weekly with the schools Behaviour Support Unit (BSU) and the Heads of Year to discuss individual cases and plan appropriate support and interventions in conjunction with the Assistant Headteacher- Pupil Support.

In some cases we will also, if required, use the Early Help form and assessment (Formerly Common Assessment Form (CAF)) to record information you provide about your child, this will provide a baseline to develop a multi-agency planned approach to addressing the SEND of your child.

Listed below are some of the outside agencies with whom we work collaboratively:

Worcestershire Learning Support Team

Complex Communication Team (Autism)

Child and Adolescent Mental Health Service (CAMHS)

Visual Impairment Service

Hearing Impairment Service

Educational Psychologists (EPs)

Social Services

Early Help

Stronger Families

Morrells Handwriting Company


SEN Team Training

The Sen Team at Chantry undertakes regular training both in house and using outside providers. The team is settled with the majority of the Teaching Assistants having been in post for at least four years and in some cases longer.

The SEN team is led by the SENCO Miss Ruth V Robinson (Special Educational Needs Coordinator): Undergoing MA Special & Inclusive Education, Starting National SENCo Award, PGCE (Secondary Education) BSc (hons) Sport & Exercise Sciences.

While individuals in the team have undertaken specific qualifications the training below has been delivered over the past few years to all within the team:

Precision Teaching – Worcestershire Educational Psychology Service

Supporting Pupils Literacy Skills- Worcestershire Learning Support Team

Identifying and responding to substance abuse by Young People- SPACE

Handwriting Intervention- Morrells Handwriting

Dyspraxia

ICT (In House training)

Safeguarding (In House training)

Literacy (In House training)

SEN training materials from DFE (In House training)

Working with Dyslexic Students- Worcester Learning Support Team

Accelerated Reader- outside trainer

Attachment and Trauma (In House training)

Working with Speech and Language- Lisa Richardson TA cascaded

Precision Teaching- Maths- EP Service

Class Profile sheets (In House training)


Identification of pupils with SEND

A pupil is considered to have special educational needs when they have a learning difficulty or disability which calls for special educational provision to be made for him or her. (SEN Draft Code of Practice 2014)

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age, or

• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

Special educational needs and provision can be considered as falling under four broad areas. Some pupils' needs can span two or more areas:

1. Communication and interaction

2. Cognition and learning

3. Social, mental and emotional health

4. Sensory and/or physical

A more detailed description of the above areas can be sought from the SENCO if required.

If a pupil has been identified as having learning difficulties before they arrive at Chantry, information will be requested from the primary or secondary school they have moved from and contact will be made with the SENCO (Primary) to discuss the appropriate intervention and level of need. A visit to the feeder school will usually take place before transfer from the Primary phase. In the case of pupils with an Educational Statement/ Education and Health Care Plan, the SENCO will attend the Year 6 Annual Review.

The SENCO will communicate all relevant information to staff by the schools additional needs register and the dedicated SEN folder on the school network. At times meetings are held to convey an individual's needs to their teachers to ensure commonality of approach and the sharing of successful teaching strategies.

An additional needs register, which is regularly updated, lists all pupils in the school according to their barrier to learning, with brief information and guidance as to how their needs may be met in the classroom at Wave 1. Teaching pupils with a need for additional support is recognised as a whole school responsibility, requiring a whole school response.

Continual assessment throughout the school will identify pupils who have individual needs. This may be highlighted by pupils seen to be struggling by a lack of progress against their targets within the National Curriculum or as a result of standardised assessments carried out by the SENCO.

Alternatively, staff with a pastoral responsibility (Year Heads, Form Tutors and TAs) may monitor an individual for whom staffs has collectively reported concerns about their emotional state or patterns of behaviour.

The class/ subject teacher remains responsible for working with the child on a daily basis. Central to the work of every subject and every teacher in the School is the planning of learning, with differentiated tasks. The effectiveness in meeting these needs is monitored and evaluated. Support Staff (TAs and HLTAs) facilitate this learning with individuals and groups alongside the teacher in the classroom.

Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.

Teachers may conclude that the strategies they are currently using with a pupil are not resulting in effective learning; they will then consult with the SENCO to consider what else may be done. The starting point will always be a review of the strategies being used and the way in which these may be developed. It may lead to the conclusion that the pupil needs support over and above that which is normally available within the classroom situation.


Diverse Curriculum

The Chantry School is proud of the rich and diverse curriculum that has been built up over the years to meet the needs of pupils at key Stage 4. Mrs. Tina Hollyhead working with the SENCO seeks college placements to enhance the learning of pupils who would prefer a more vocational route. As an alternative to G.C.S.E's, pupils undertake vocational courses building up units of work that equate to N.V.Q Level 1 (In a few cases level 2) They also undertake a range of other vocational qualifications (For example A.S.D.A.N Bronze Award and COPE). The courses are run in partnership with local colleges and include work experience in Year 11. Courses this year have included: Animal Care, Motor vehicles, Construction, Equine, Hair and Customer Care.

During the past few years pupils have also taken courses in Personal Finance Level 1, Health and Safety Level 1 and St Johns Ambulance Young First Aider Certificate. Pupils undertaking the ASDAN C.O.P.E (Certificate of Personal Effectiveness) build up a range of skills including: team work, literacy, numeracy, and research skills. A large number of pupils reach level 2 on this qualification assisting with gaining placements post 16.

Selection is made during Year 9 based on pupil performance and expression of interest in vocational careers. Consultation takes place with the Head of Year 9 before pupils and parents are consulted about taking the vocational option.


SEN Performance figures and monitoring

The following information on SEN performance was shared with the schools Governors at the full Governors meeting.

SEN leaners are gaining scores in line with national data (Raise online November 2013 Summary Report). In some cases it is significantly above. Average Points Scores at KS4 (Capped point scores and total point scores) show all SEN categories except those with a Statement significantly above national averages for GCSE qualifications and in line with national levels for GCSE equivalent qualifications (Statemented students significantly above for this category). KS2 to KS4 value added shows SEN learners in line with national averages (P35).KS2 to KS4 value added (Summary report) shows SEN leaners at School Action Plus as significantly above with all other SEN groups in line with national scores. (P36). KS2 to 4 'value added' summary report shows that those at School Action Plus for English and Maths are significantly above national averages and all other SEN categories in line with national scores. (P38)KS2 to KS4 performance percentage making expected progress (P48) shows SEN groups in line with national scores.

The performance trend over the last three years shows students with SEN are gaining scores in line with National averages and in some categories significantly above.

All pupils following the diverse curriculum programme passed ASDAN Cope at Level 2, Health and Safety Level 1, St Johns Ambulance Young First Aider with all but one pupil gaining a qualification in Personal Finance at Level 1.

The school also monitors SEN progress through reading and spelling scores as well as reading scores from the Accelerated Reader programme in Year 7 and for 2014-15 Year 8. Social Skills sessions are also monitored and evaluated.

The Local Offer for Worcestershire

Information about the Worcestershire's response to the local Local offer for SEN can be found at

www.worcestershire.gov.uk and specifically SEN Reform www.edulink.networcs.net/senreform

The 'local offer' website www.worcestershirelocaloffer.org.uk will develop to pull in information about services, groups and providers including from their Facebook and Yelp accounts. This means that all of the information is independent and allows organisations and services to update their own details. The website is in its initial stages of development and Worcestershire County Council will be working closely with services, parents and carers to ensure the information it carries is accurate and easy to access.

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The Chantry School             Tel: 01886 887100           Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it.          Company Number: 07657852 

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