SEN-D Report 2015

Penkford School
Special Educational Needs and/or Disabilities (SEND) Information Report
16 October 2015 (revised 2016)

1. What kinds of special educational needs do we provide for our school?
Penkford School provides for pupils with Social, Emotional and Behavioural Difficulties (SEBD). Our provision is in line with the Special Educational Needs Code of Practice 2014 and the Children and Families Act 2014. All of our students have a statement of SEN or an Education Health and Care Plan (EHCP). Some of our students have specific learning difficulties such as diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), Autistic Spectrum Disorder and Dyslexia. Some of our students have speech, language and social communication difficulties.
In striving for inclusivity, a personalised approach is taken when planning lessons, which reflects the student’s strengths, areas for development and specific learning difficulties.

2. How do we know if your child needs extra help?
On arrival, baseline assessments are obtained in literacy and numeracy to inform whether additional interventions are required. For some students early life experiences have hindered their education. Areas of difficulty around social and emotional development are identified via the ‘Boxall Profile’. All staff who may have concerns about additional needs refer them to the Lead for Additional Needs.

3. Who do you speak to at the school if you think your child might have special educational needs?
The student’s form tutor, subject teachers and the Lead for Additional Needs (SENCO) can be contacted by telephoning the office staff who will arrange for the member of staff to return the call.

4. How we consult with young people with special educational needs and involve them in their education
Students have the opportunity to make suggestions about school life through the school council. To involve students in their provision and progress, they are asked for their thoughts and reflections prior to the annual review of the Statement/EHCP and are invited to part of the meeting. Students receive verbal and written feedback in all areas of the curriculum and they also discuss their progress regarding behaviour and attendance with form tutors.

5. How we help you to support your children’s learning
A higher level teaching assistant (HLTA) who leads on Pupil and Parent Support provides help with completing forms and paperwork. Parents can access this support by telephone request. Help with transport is provided as necessary. Events are organised half termly for parents/carers. These events are opportunities to socialise and network with other parents/carers.

6. How we know what progress your children are making and how we keep you and them informed
Half termly progress reports are sent to parents and carers. Reviews of targets and outcomes from the Statement/EHCP take place at least annually: parents and carers and representatives from other agency involvement are invited to attend to discuss how much progress has been made and whether any new targets and outcomes need including. Data on reading, spelling, numeracy and emotional well being are evaluated termly to inform entry and exit criteria for interventions.

7. How we have supported young people with SEND and adapted teaching to best support them
All students have access to high quality teaching from committed staff. All classrooms are staffed with a teacher and a learning assistant .This enables a high student to staff ratio and access to 1:1 support. Visual, auditory and kinaesthetic learning styles are recognised and appropriate resources selected to suit the learner. Differentiation addresses the range of ability. Strategies such as the use of stress relievers help students who have difficulty concentrating in class. Students are encouraged to become independent learners through the setting appropriately challenging levels of work. Effort and achievement recognised and recorded as appropriate.

8. How have decisions been made to adapt the curriculum or change the learning environment to best meet your children’s needs
Access arrangements are in place for those students who require reasonable adjustments to support them during examinations.

9. How are staff in the school supported to work with young people with special educational needs and what training do they receive
Since all of the students are Special Educational Needs, all staff Continued Professional Development has a Special Educational Needs focus. The Senior Leadership Team cascade down to staff information regarding new requirements and legislation in the areas of Safeguarding, Welfare and Curriculum. ‘Team Teach’ de-escalation and physical intervention training is delivered annually to all staff. A member of the Senior Leadership Team, the Lead Professional for Behaviour and a Teaching Assistant are all externally accredited Team Teach trainers. The Lead for Additional Needs provides training on Additional Needs as appropriate and is currently completing the National Senco Award. The Lead for Additional Needs is a qualified specialist dyslexia teacher with AMBDA status.

10. When we have needed expert advice and support how have we secured that and what services have they provided?
The Lead for Additional Needs and the Deputy Head Teacher seek expert advice and make referrals to Mental Health Services, Speech and Language Therapy, ADHD/ASD Pathways, hearing and vision screening and the Educational Psychologist. Pupils can also self –refer to the school nurse during fortnightly on-site clinics.

11. How we check how well we are doing in meeting the needs of students with SEND
Students are assessed at least termly and impact reports are presented to governors at the end of each term. Lesson observations of all teachers are conducted every term alongside book scrutiny. Internal standardisation within core subjects takes place. Schemes of work and lesson plans indicate the particular needs of pupils.

12. How we ensure that your children are included in activities outside the classroom, including physical activities and school trips
All Key Stage 3 and 4 students take part in weekly outdoor education activities. Full risk assessments to support staff and students in making outdoor activities accessible. Reward activities that take place after school and residential trips are accessible to all and are tied to attendance, behaviour and progress.

13. How we provide for your children’s overall wellbeing
Any concerns about the wellbeing of the students is reported to the safeguarding team. Issues around confidence or self-esteem are shared with the form tutor in the first instance and referred to other staff as necessary. Prescribed medication is kept securely in the office, staff who administer it log details in a book. Our HLTA responsible for Pupil and Parent Support draws up a care plan and ensures all staff are informed verbally in staff meetings and via email. In case of a medical emergency a dynamic risk assessment is carried out and the relevant emergency service requested. Parents and carers would be contacted.

14. How accessible is our school both indoors and outdoors for young people with special educational needs and/or disabilities (our accessibility plan/policy)?
The school is a single storey building; all entrance doors comply with DDA regulations to ensure they are wide enough for wheelchair access. Our Reception Area complies with DDA regulations and the visitors’ reception desk is split height. There are accessible parking spaces with ramps leading to the reception area. Toilets and changing room facilities are accessible. The site has controlled access by the use of key fobs to designated users, side gates are manually controlled at the beginning and end of the day by designated staff.

15. What are our admission arrangements for young people who are disabled and how do we prepare and support your children when joining the school and moving on from the school?
As a specialist provision, students are allocated a place following decisions made at the Termly Admission Panel meeting attended by the Head Teacher. Contact is then made with the child’s current school to obtain background information. Parents and carers are contacted to arrange an admission meeting and a tour of the school. A transition programme is agreed that begins with the student joining the Wednesday enrichment afternoon to get to know peers and staff. Further tailored transition sessions are agreed to facilitate a gradual introduction to curriculum areas and school routines. An official start date is given which is the first day of the following term. A higher level teaching assistant (HLTA) for Parent and Pupil Support monitors the settling in period and reports to parents and carers.
In Year 10 students are offered the opportunity to attend vocational placements to gain skills and experience in a wide variety of workplace settings. Designated members of staff provide support to ensure the placement is a success.
To prepare students for leaving school ‘Careers Connect’ Advisers meet with students throughout Year 11 and a ‘New Horizons’ Adviser administers a ‘Resilience in the Workplace’ award. Visits to colleges and careers events are organised. Careers Connect advisors are also invited to attend the Year 11 annual review so that expert advice and guidance is available for parents and carers.

16. Where can you find the school’s SEND policy and who can you contact for further information?
The school’s SEND policy can be located on the website with details of the point of contact for further information.

17. What are our arrangements for handling complaints from parents of children with SEND about our provision?
Parents and Carers are signposted to the school’s complaints policy which can be located on the website or a hard copy provided if preferred. In the first instance, parents and carers are advised to contact the Lead for Additional Needs (Mrs J. Jackson) to relay any concerns.

 

Penkford School. Wharf Road, Newton-le-Willows, Merseyside WA12 9XZ

Tel: 01744 678745 | Fax: 01744 678748 | Email: penkford@sthelens.org.uk