SEN Information Report

John Spence Community High School SEN Information Report for Students with Special Educational Needs and / or Disabilities

John Spence Community High School is a fully inclusive school which ensures that all students achieve their potential personally, socially, emotionally, physically and educationally.

Our SEN Information Report lets you understand how we support students with special educational needs and disabilities and can be accessed here: SEN Information Report 2017-18 and below:

SEN Information Report

John Spence Community High School is committed to meeting the needs of all students, including those with SEND, reasonable adjustments are made to meet the needs of all students including those identified in the SEND code of practice (2014):

  •          Language and Communication Difficulties.
  •          Cognitive and Learning Difficulties.
  •          Social, Emotional and Mental Health difficulties.
  •          Physical and Sensory difficutlies.

 We consult with students and their families on our SEND provision by:

  • Parents Evenings
  • Tutor Review Days
  • Telephone contact
  • Review meetings
  • Letters
  • Website

 Supporting students with Special Educational Needs/Disabilities and their families

Children are identified as having special educational needs when their progress has slowed or stopped for a noteworthy period and the interventions put in place have not resulted in improvements.

We will let families know about any concerns about a student’s learning. In the first instance this will be in the form of a telephone call or email, which would be to invite parents/ carers in for a meeting to discuss the progress of a student and agree steps that could be taken to support the student if there were concerns about lack of progress.

When a student is identified as having special educational needs, we support their development and progress by ensuring that an appropriate personalised curriculum, flexible and tailored to meet their needs, is in place. In addition, by:

  • Informing and involving all staff of each child’s individual needs.
  • Liaison and training with staff and external agencies on what strategies can be used to support progress.
  • Providing relevant intervention as appropriate; where as some intervention will be undertaken at school, this can additionally be provided for home.
  • Monitoring and reviewing each child’s progress through use of data, Provision Mapping and teacher feedback.
  • Providing access to a Homework Club at lunchtimes and after school
  • Providing a Time-Out card where appropriate.

Inclusion is central to all that we do at John Spence Community High School. Where possible, students with additional needs are educated in mainstream classes alongside their peers, with the support of high quality teaching, all students have the opportunity to achieve and succeed.

 The other people /agencies and teams providing services to children with a special educational need / disability in school include:

  • Dyslexia Referral Team
  • Language and Communication Team
  • Speech and Language Therapy
  • Physiotherapy
  • Occupational Therapy
  • Educational Psychology Service
  • Hearing Impairment Team
  • Visual Impairment Team
  • SEN ICT Team
  • CAMHS (Child and Adolescent Mental Health Service)
  • School Public Health Nurse
  • Children’s Services
  • TRAX
  • SENDIASS

 

We will work in partnership with other education providers to ensure that students make a successful transition to the next stage of their learning, through careful and coordinated planning of the transition. We provide the following support to students when they are leaving the school:

  • Ongoing involvement with a Connexions Personal Advisor.
  • Specific support and liaison towards transition visits.
  • Ensuring that all relevant information relating to a student’s individual needs are shared and disseminated promptly with all parties involved.
  • Access to an Independent Travel programme in Year 11.

 Support staff are placed where they are needed throughout the school to ensure student progress, independence and value for money. This support may include:

  • In-class support.
  • Small group support.
  • One-to-one support.
  • Extra-curricular support such as: Reading Club, Literacy Club, Communication Group, Morning Skills, Literacy Intervention groups, Homework Club, Peer Mentoring, Key Worker Mentoring.

Adjusting the curriculum for students with SEND:

John Spence Community High School is committed to making reasonable adjustments to the curriculum and/or the school environment to meet the needs of all students, including those with additional needs. The School will use the notional budget to purchase additional resources, human or physical, required to support students with additional needs to make progress.

 Staff Training

All staff have completed, and will continue to receive, ongoing training in special educational needs and disabilities. Our Inclusion Team are recognised for their commitment, dedication and excellence, and have a high level of expertise in working alongside students with special educational needs and disabilities. In addition to the continuous professional development training undertaken by the team, members of the team hold further qualifications in: Inclusion and Differentiation; Dyslexia; Autistic Spectrum Disorder; and ADHD.

Our fully qualified / trained Special Educational Needs Coordinator provides advice and guidance to staff, including meeting with Curriculum Leaders to share information, inviting external providers into school to provide training to staff and also meeting with staff who teach students on the SEN Register.

Monitoring and evaluation of SEND:

The school is self-reflective and carefully monitors and evaluates the quality of provision for students with additional needs. This is done in a number of ways:

  •          Internal monitoring and evaluation of teaching and delivery through the schools self-evaluation processes, this includes            work scrutiny and lesson observations.
  •          Parental consultation at annual reviews, parent’s events, support plan reviews and termly meetings.
  •          Student voice is used on a regular basis to examine the views and opinions of our students. This is carried out at all                reviews and termly as part of the departments self-evaluative plan.

 

Supporting Families

The school works in partnership with families to help them support their children’s learning outside of school.

Families are also sign posted to services/ organisations which may offer support/ advice where appropriate:

  • SENDIASS.
  • Disability Network.
  • CAMHS (Child and Adolescent Mental Health Services.)
  • Connexions.

 

Further Information

Behaviour and anti-bullying policies are regularly reviewed with a focus on how they affect students with special educational needs or disabilities.

Other useful documents such as our Special Educational Needs and Inclusion Policy are also available on the school website.

The school’s self-evaluation process will look at teaching and learning for students with special educational needs and disabilities.

All school-related activities are evaluated in terms of their benefit to the learning and inclusion of students with special educational needs and disabilities.

 If you would like further information about what we offer here at John Spence Community High School then please contact the Special Educational Needs Coordinator on: (0191) 2961432.

 

       School entitlement offer to students with special educational needs or disabilities

 

       Support Available Within School

Communication and Interaction Needs:

 e.g.

  • Autistic Spectrum Disorders
  • Speech, Language and       Communication Needs
  • Social communication difficulties
  • Visual timetables

 

  • Areas of low distraction (Student Support Centre)

 

  • Support/ supervision at unstructured times of the day.
  • Social skills programme/ support including strategies to enhance self-esteem.
  • Small group work toimprove literacy and numeracy skills.

 

  • ICT is used to support learning where appropriate. Tablets and laptops can be issued to students where

 

  • Strategies/ programmes to support speech and language development.
  • Strategies to reduce anxiety/ promote emotional wellbeing.
  • Where appropriate we will use support and advice from other partners to meet the needs of students.
  • Planning, assessment and review.

 

  • Work with students, parents, carers and staff to develop and review plans based on the need o fthe student.
  • Teaching resources are routinely evaluated to ensure they are accessible to all students.
  • Differentiated curriculum and resources

 

 

Cognition and Learning Needs:

 e.g.

  • Moderate Learning Difficulties
  • Strategies to promote/ develop literacy and numeracy.

 

  • Provision to support access to the curriculum and to develop independent learning.
  • Small group targeted intervention programmes are delivered to students to improve skills in a variety of areas, i.e. Read Write Inc literacy intervention.
  • ICT is used to reduce barriers to learning where possible.
  • Tablets and laptops can be issued to students where appropriate.

 

  • Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to.
  • Planning, assessment and review.

 

  • Access to teaching and learning for students with special educational needs is monitored through the school’s self-evaluation process.
  • Teaching resources are routinely evaluated to ensure they are accessible to all students.
  • Work with students, parents, carers and staff to develop and review plans based on the need of the student.
  • Differentiated curriculum and resources

Social,Mental and Emotional health

 e.g.

  • Behavioural needs
  • Social need
  • Mental health needs
  • Emotional Health and Wellbeing
  • The school ethos values all students.

 

  • Behaviour management systems encourage students to make positive decisions about behavioural choices.

 

  • The school’s behaviour policy identifies where reasonable changes can be made to minimise the need for exclusions.

 

 

 

  • Risk assessments are used and action is taken to              increase the safety and inclusion of all students in all activities.

 

  • The school provides effective pastoral carefor all students.

 

  • Support and advice is sought from outside agencies to support students, where appropriate.

 

  • Small group targeted programmes are used to improve social skills and emotional resilience.

 

  • Outdoor learning is used to offer a different approach to the curriculum.

 

  • There is a nurture group at lunch times to support vulnerable students.

 

  • Information and support is available within school for behavioural, emotional and social needs.

Sensory and Physical Needs:

 e.g.

  • Hearing / Visual Impairment
  • Multi-sensory impairment
  • Physical and Medical Needs
  • Support and advice is sought from outside agencies to support students, where appropriate.

 

  • ICT is used to increase access to the curriculum.

 

  • Provision to support to access the curriculum and to develop independent learning.

 

  • Advice and guidance is sought and acted upon to meet the needs of students who have significant medical needs.

 

  • Access to Medical Interventions.

 

  • Access to strategies/ programmes to support Occupational Therapy/ Physiotherapy.

 

  • Support with personal care if and when needed.

 

  • Staff receive training to ensure they understand the impact of a sensory need upon teaching and learning.

 

  • Staff understand and apply the medicine administration policy.

 

 

 

 

 

 

  • The Special Educational Needs Coordinator completes any necessary training in order to offer advice and guidance to staff about the needs of students.

 

  • The school has toilets/ facilities which are accessible for students with disabilities.

 

Extra-Curricular Activities:

 

  • Peer Mentoring.

 

  • Homework Club.

 

  • Communication Group.

 

  • Book Club.

 

  • IT Club

 

  • Gym sessions (supervised by an SSA)

 

  • Residential visits–eg. High Borrans, Theatre trips, Summer School.

Additional Resourced Provision (ARP)

 

Moderate Learning Difficulties

  • Staff are trained to meet the specific needs of students with moderate learning difficulties. Small group teaching and highly differentiated work are a key part of our work.

 

  • We receive support and guidance from the Educational Psychological Service as well as other outside agencies as required.

Cognitive and learning needs

  • An individualised timetable is constructed for each student requiring ARP provision. This may consist of small group teaching in the Student Support Centre, one-to-one sessions, Key Worker mentoring, becoming a member of the Communication group as well as engaging in some mainstream lessons.

 

 

 

 

 

  • The staff have experience of a range of learning difficulties and are able to support students both in-class and in small group situations in order to access the curriculum.

 

 

 

 

Social, Emotional and Mental health

 

  • Great emphasis is placed on the development of self esteem and achieving success.

 

  • Individuals receive additional guidance and support where need.

 

  • We recognise the pressure that the wider family has upon them and we will assist with advice and support including home visits if needed.

 

  • We encourage parents to come into school on a regular basis to talk about their child and themselves.

 

  • We have a specialist School Nurse who will advise on a range of problems.

 

  • We have close links with the CAMHS services.






Extra–Curricular

  • Mondays, Tuesdays and Thursdays after school, students can stay behind to catch up on school work or do their homework with support.

 

  • Each year the students have the opportunity to spend an extended weekend at High Borrans outdoor education centre in Cumbria. There is a cost but it is a very valuable week.

 

     A variety of theatre trips are also arranged throughout the

 

We have mainstream students who read with some of our
students to develop not only reading but social skills. 

 

 

 

 If you have any concerns about your child’s special educational needs or disability, their progress or the support you receive, we would ask that you to come into school and discuss matters further with your child’s class teacher and/ or the Special Educational Needs Coordinator.

Although school complaints procedures are in place and can be accessed through our website, we would always hope to resolve any issues or concerns informally by working in partnership with parents. 

Note

Parents can contact North Tyneside Parent Partnership Service for impartial information, advice and support in relation to their child’s special educational need and/ or disability on tel. 0345 2000109.
Also the Special Educational Needs and Disability Information Advice and Support Service (SENDIASS) are also available on 0191 643 8313 or SENDIASS@NorthTyneside.gov.uk

 Local Authority Local Offer- See Link below:


North Tyneside Local Offer