Special Educational Needs at The Kings School
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1. Universal Support
2. Targeted Support
3. Specialist Support
Universal Support includes the entitlement of all students to support, advice and guidance to maximise their achievement and aspirations.
Targeted Support includes the strands of support for identified students who require specific intervention at specific times during their learning journey.
Specialist Support includes the strands of support for the students with the highest level of need, in terms of learning and/or social and emotional needs as well as students with Special Educational Needs.
At The Kings School, we aim to raise the academic achievement and aspirations of all students, by ensuring individuals receive support, information and guidance, which is well timed and at an appropriate level and type to meet their needs. At every stage of the above graduated approach, the school will ensure delivery of the provision and hold regular reviews of the appropriateness of that provision.
Senior Leadership Link
Mrs Y Hawthorne – Lacy
SENCO for Pontefract Academy Trust
Mrs C Nesbitt
Acting Assistant SENCO
Mrs J Mills
Teaching Support Team Leader
Mrs J Walters
Mrs S Holmes
Teaching Support Assistants
Mrs S Broadbent
Mrs K Cartwright
Mrs C Holland
Mrs J Bourke
Mrs J Kirby
Mrs S McGinty
Mrs S Miller
Ms A Mitchell
Ms S Palor
Mrs L Pugh
Mrs A Robinson
Mrs T Hill
Mrs L Thistlewood
Miss M Towler
Mrs D Middler
(a) Have a significantly greater need in learning than the majority of others of the same age: or
(b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
A child under compulsory school age has a special educational need if they fall within the definition of (a) or (b) above or would do so if special educational provision was not made for them. (Special educational needs and disability code of
practice: 0 – 25 years – June 2014)
The Equality Act 2012 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long term effect adverse effect on their ability to carry out normal day to day activities.
A physical or mental impairment includes: learning difficulties including specific learning difficulties; medical conditions including epilepsy, diabetes, more severe forms of asthma or eczema; autism; speech, language and communication impairments.
If the impairments have a substantial and long term effect on a person’s ability to carry out normal day to day activities it may amount to a disability.
The Graduated Approach
*Students dependant on their need and progress made can move up and down this graduated approach.
The Inclusion Base (H5) and Foundation Learning Building are the bases for students who may need to access support outside the classroom. The Foundation Learning Building is primarily used for those pupils who require additional Literacy support and where the early morning Literacy Reading Club takes place.
H5 is used for the pupils with identified needs and who may require support for specific learning that requires withdrawal sessions. During these sessions students may work as a small group or if appropriate, one to one, following learning programs to meet their needs. Students may only access this area with prior arrangement with the SEND team.
The Youth Award Scheme
The Youth Award Scheme includes offsite learning opportunities such as a Sports and Leisure course, Awareness of the Fire Service in the Community and an on site Forestry School. This award is delivered by Inclusion Mentors and includes the BTEC qualifications. Some modules are run in partnership with West Yorkshire Fire and Rescue Service from Castleford Fire Station, Featherstone Rovers and Featherstone Study Centre. There are also many close links with the local community which offer students further learning opportunities outside the classroom.
Literacy Reading Club
Literacy club runs during morning registration. It is targeted towards Key Stage 3 students who need
additional support with reading. Pupils from KS4 are encouraged to join in a shared peer reading program and staff are also on hand to work with individual students.
These are small specific groups focusing on improving literacy and/or numeracy. This work may be delivered by an Inclusion Mentor, a member of the Literacy Intervention team or a Teaching Support Assistant. Students identified for this group are withdrawn from timetabled lessons to develop these skills.
Pastoral Support at The Kings School
Strategies to support the development of students’ social skills and enhance self-esteem
• Small group programmes
• After school clubs
• Quiet room available lunch/break time
• Breakfast Club
• 1:1 interventions where appropriate
Strategies to reduce anxiety/promote emotional wellbeing (including communication
• Transition support, visits and events
• Reduced modified timetable
• Regular contact and liaison with parents as necessary
• Time out card
• Open door policy
Support/supervision at unstructured times of the day including personal care
• Break and Lunchtime – safe haven
• Trained staff supervising during break periods
• Quiet room – safe haven
Planning, assessment, evaluation and next steps
• Bench mark testing in Year 7 – assessment is ongoing with yearly assessments/exams.
• Student passports
• Impartial Careers Advisor from Prospects
• Support and advice from a range of outside agencies
Personal and medical care
• Associate Staff (Medical) available for students throughout the day
• Health Care Plans for students with medical needs
• Access to School Nurse appointments/drop in sessions
• Risk assessments
Increased accessibility and getting about
• Access to strategies/programmes to support occupational /physiotherapy needs
• Advice of professionals disseminated and followed
• Use of any recommended equipment
• Escort where necessary
Access to modified equipment and ICT
• Specialist equipment as required on an individual basis to access the curriculum
• Access to Medical Interventions
• Use of individualised Student plans
• Referral to CAMHS through school nurse
• Access to whole staff training if required via SLT
Liaison/Communication with Professionals/Parents
Attendance at meetings and preparation of reports
Regular meetings as required
SENCO / Assistant SENCO available at parents’ evenings
Referrals to outside agencies as required:
Learning Support Service (LSS), Educational Psychologist (EPS), School Nurse, Communication, Interaction and Access Team (CIAT), Children’s Sensory Impairment Team(CSIT), Ethnic Minority (EMAT), Barnardo’s, Child and Adolescent Mental Health Service (CAMHS), Early Help Hub (EHH), SENART (Case Worker), Speech and Language Therapy (SaLT) attend at regular intervals to see specific students.
Agency / Description of Support
Educational Psychology Service
Our attached Educational Psychologist is: Dr Helen Monkman
Communication and Interaction Access Team – Sue Armstrong
Learning Support Service – Angie Dragosic & Olivia Jones
Planning Meeting, Assessment, Parent Liaison, Observations and Advice
Individual and group work as appropriate
Individual termly meetings as appropriate and advice given.
School may refer as required and implement recommendations following specialist assessment.
Occupational / physiotherapy
CAMHS (Child and Adolescent Mental Health Service)
Parent Partnership Service: Gary Cooper
TEL: 0800 587 8042
We offer impartial, confidential information advice and support for parents/carers of children with SEN. We offer independent, impartial, confidential advice for all parents/carers with the move from pre-school to primary school and from primary to secondary school.
The SEND department works within the King’s School Health and Safety Policy. In addition to this, staff work in accordance with our Policy for Handling and Moving Pupils with Special Needs. In some cases, where necessary a student may have a personalised risk assessment.
All students at The Kings school are required to adhere to the Positive Discipline and Behaviour Management policy. Students with SEND receive rewards and sanctions as laid out in the policy. Where necessary adjustments may be made to support individual needs. In cases such as these it will have been discussed with a number of professionals, parent/carers and student.
Children and young people with SEND can become particularly anxious about “moving on” so we seek to support successful transition by:
When moving to another school: We will contact the School SENCO and /or Inclusion Manager and share information about special arrangements and support that has been made to help your child achieve their learning goals
We will ensure that all records are passed on as soon as possible
When moving groups/forms in school: Information shared with new teacher
In year 6 – 7 transition: The SENCO / Assistant SENCO will attend the primary/secondary transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.
In some cases, additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.
The SENCO or Assistant SENCO attend Year 6 EHCP reviews for students transitioning into Year 7
Link to Transition from The Kings School to post 16 provisions:
• At The Kings School all students are prepared for the transition to post 16 settings through a programme of assemblies, visits to appropriate post 16 providers and support with College applications.
• Our dedicated careers advisor works with parents and students to advise on suitable courses at all levels
The careers advisor attends annual reviews where possible in year 9 and 11 for students with Education Health Care Plans
• The SENCO works with the careers advisor to ensure that all information regarding the students’ additional needs are passed on to the post 16 setting.
• Additional visits to post 16 settings can be arranged as required
• Mobility training can be organised as appropriate
• Outside agency advice is actively sought as required
The SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support students with SEND. The school is part of a larger SENCO network within Wakefield which the SENCO attends.
Staff training is planned to ensure that teachers and support staff appropriate skills and knowledge in areas that will improve their teaching and support of children with SEND. This is either delivered by the SENCO or using outside agencies such Learning Support Services. The SENCO works with all the schools across the Pontefract Academy Trust where resources and best practice is shared to ensure consistency for all students and families.
Each term there is an EPS/LSS consultation in which staff can raise their concerns regarding a student and benefit from advice and strategies. Where needed this may result in a referral to these services which is then discussed with parents/carers.
How does the school know if my child needs extra help and what should I do if I think my child may have special educational needs?
Early identification of pupils with additional needs is a priority at The Kings School. On entry to the school each student’s abilities will be assessed, usually within the first term of Year 7. As the students continue through the school we will use appropriate screening and assessment tools to measure pupil progress. The Kings School works closely with the feeder primary schools attending annual reviews of students in Year 5 and through our transition programme in Year 6.
How will the school staff support my child?
The Kings School will work together with students and their parents/carers using the information from assessments to provide appropriate differentiated approaches for pupils with identified additional needs,including:
• Providing starting points for an appropriate curriculum
• Identifying the need for support within the class
• Assessing learning difficulties
• Ensuring on-going observations/assessments provide regular feedback on achievements/ experiences, for planning next steps in learning
• Involving parents/carers in a joint home-school learning approach where appropriate
How will the curriculum be matched to my child’s needs?
Teachers are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual student’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.
Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.
Additional adults are used flexibly to help groups and individual students with a long-term goal of developing independent learning skills. Monitoring takes place to avoid students becoming over reliant and dependent on this adult support.
Interventions and strategies for support are tailored to individual needs following discussions with parents/carers, students, subject teachers, outside agencies (as required) and the SENCO.
The main methods of intervention and support are:
• Full-time education in classes, with additional help and support by the subject teacher through a differentiated curriculum and differentiated resources where needed
• Periods of withdrawal individually or in groups to work with a support teacher
• In-class support with adult assistance
• Support from specialists within class or as part of a withdrawal programme
• Support to improve attendance
• Social skills support
• Support to reduce anxiety and promote emotional well-being
• Strategies to support behaviour
• Support to support and improve numeracy and literacy skills
• Support and supervision at unstructured times of the day
How will I know how my child is doing and how will you help me to support my child’s learning?
The progress of students at every stage of the above graduated approach will be tracked using the school’s assessment data. Progress will be shared with parents termly and will be discussed with parents at annual meetings. Students holding an Education Health Care Plan, My Support Plan and or passport will be regularly reviewed. Students with an EHCP will also have annual reviews where progress is reported to the Local Authority.
How are the college’s resources allocated and matched to children’s special educational needs?
Every Year 7 student is tested within the first term of starting at The Kings School. Students sit a diagnostic assessment to identity any literacy support students may require. This also allows identification of students who may require access arrangements in examinations. For those with the most significant need a programme of withdrawal for literacy intervention takes place.
Alongside this information, we also use transition information, KS2 data, outside agency reports, subject teachers, Year Achievement Leader information and home to help match the needs of our students.
How is the decision made about the type and how much support my child will receive?
After discussions with key staff and parents/carers, additional support will be put into place to provide enhanced resources and/or targeted small group and/or individual support to help overcome any difficulties. The views of the student or young person about their support will be given consideration throughout each stage.
This additional support is documented and in consultation with the SENCO and parents, short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed consider each student’s strengths as well as their difficulties.
In some cases, teaching assistant support may be available. This support is deployed in teaching groups to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.
Formal review meetings are held as required. Parents, relevant external agencies and when appropriate, students are invited to this review and their contribution is valued.
The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.
If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria. This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, a Student Resource Agreement will be drawn up and implemented with the school’s Educational Psychologist and other professionals where appropriate. Further details about this process will be explained in the LA Local Offer. http://wakefield.mylocaloffer.org/Home
Tests and Examinations: Access Arrangements
For some students, additional arrangements and adjustments can be made to enable them to fully access a range of assessments/examinations. This might include additional time, rest breaks or the use of a scribe or word processor. The SENCO will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.
Who can I contact for further information?
Parents are always welcome to contact Subject Team Leaders, Year Achievement Leaders, the Assistant SENCO or the SENCO to discuss any concerns they may have.
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