Annual Report to Parents - Special Needs & Disability
Link to School SEN information Report on the Local Offer
Link to RBWM Local Offer
Under the terms of the Education Act 1996, section 317(5)(a), schools have a duty to report annually to all parents on the provision made by the school for Special Educational Needs and Disability.
What do we mean by ‘special needs’?
Children who are described as having ‘special needs’ have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age. At different stages of their learning journey, children may need additional support with:
- The development of key skills in literacy (reading, handwriting, comprehension, spelling)
- The acquisition of mathematical concepts
- Understanding/retaining information
- Behavioural, social & emotional development
- Speech, language and communication needs
- Physical/sensory/medical needs
The great majority of pupils can succeed through high quality, inclusive whole class teaching. However, even in a classroom where personalised learning is effective, for some pupils this approach will not be sufficient. These pupils will benefit, at key moments, from additional small group or one-to-one interventions, to enable them to make the progress needed to achieve their full potential. Many barriers to learning can be addressed and overcome, so that pupils can catch up and keep up with their peers. However, in a few cases, a pupil’s difficulties may be more significant and likely to need highly personalised, longer term strategies, tailored to individual need.
The school’s approach to meeting additional needs is based on the 0-25 Special Educational needs and Disability Code of Practice-2014, which sets out the processes and procedures that all schools should follow to meet the needs of children. As a school we also have regard to the Royal Borough of Windsor & Maidenhead’s guidance which sets out the provision that good schools are expected to make from their own resources to ensure that learning is accessible to all pupils and enables them to and make progress. Teachers do this by:
- Setting suitably challenging learning objectives
- Responding to pupils' diverse needs through a range of teaching styles and strategies
- Identifying and overcoming potential barriers to learning
In accordance with the Code of Practice, Trevelyan Middle School adopts a ‘graduated response’ to SEN which recognises the importance of early identification and a timely, effective response. The Code describes this response as `SEN Support.’,-formally School Action/School action +.
What happens at SEN Support?
When the need for some intervention is identified, teachers will ensure that learning remains accessible through adaptations to their class teaching including:
- additional differentiation as part of whole class teaching
- adaptations to planning
- adapted resources
- targeted use of additional adult support
- changes to pupil grouping
- changes to methods of assessment
In addition, in some circumstances, a time-limited, appropriately targeted intervention may also be put in place. The intention of this intervention is to:
- Increase rates of progress
- Put learners back on course to meet or exceed national expectations
- Support whole class lessons, or be built into mainstream lessons as part of guided work.
Interventions that take place outside the classroom provide structured interventions of small group support, which are monitored and evaluated for impact, and delivered by teachers or appropriately skilled learning support assistants.
If, following a period of intervention, significant concerns remain about the pupil’s progress or development, a discussion will be held with the parents and subject teachers. If it is found that the pupil continues working at levels substantially below that expected of children of a similar age, this discussion is likely to result in a decision to move to involve Professionals from outside agencies. These may offer to:
- Support and advise teachers on different approaches
- Provide more specialist assessments that can inform planning and the measurement of a pupil’s progress,
- Give advice on the use of new or specialist strategies or materials, and in some cases provide support for particular activities
Where the school has evidence that any strategy or intervention that has been implemented for the child in question has been continued for a reasonable period of time without success and that alternatives have been tried, it may be decided to request the Local authority to carry out an Education, Health and Care needs assessment, with effect from September 1st 2014. This replaces the statutory statement of Special Educational Needs.
The current SEND policy can be viewed in the policies section of the website.
Deployment of Staff and Resources
The Inclusion Team is involved in supporting not just young people with SEN, but also those who, it has been shown through school tracking, are not making expected levels of progress over time. The Inclusion team is led by the Assistant Headteacher, Phil York. He is supported by a team of Learning Support Assistants and a Pastoral Support Manager, who are involved in supporting children with additional needs.
The following agencies have supported SEND pupils throughout the year:
- Educational Psychology
- Specialist Cognition & Learning teacher (dyslexia /dyscalculia)
- Behaviour Support Service (transition support)
- Autistic Outreach Team
- Speech and Language Therapist
- Family Support Service
- Learning Difficulties & Disabilities team
- School Nurse
- Parent Partnership Service
- Child & Adolescent Mental Health Service (CAMHS)
- Berkshire Anxiety Clinic
- Targeted Youth Services
Liaison with School Partners
We promote strong links with our local First Schools and neighbouring Middle School. The Inclusion Manager maintains close liaison with our feeder schools to ensure accurate and efficient transfer of records and information in order to minimize the disruption of support levels for pupils on transition to Middle School. Additional transition and induction visits are set up for pupils with SEN where required. The Inclusion Manager also attends cluster meetings to ensure that good practice is shared.
Staff have attended professional development courses in the following areas:
- Child protection
- Supporting children new to English
- Supporting pupils with Autistic Spectrum Difficulties
- Speech, Language and Communication Needs (ELKLAN)
- Understanding attachment disorder
- Understanding challenging behaviour
Parents and Carers are updated regularly on their children’s progress. The Inclusion Manager and the Pastoral Manager are available for parent consultations on request.