To love and serve Christ within us all
Inspired by Jesus Christ we have a shared responsibility
To strive for excellence
To create a learning culture which allows all to achieve their potential
SENDCos: Mrs C Moor and Mrs M Todd
They can be contacted via ringing the College on 0151 639 7531 and choosing the SEND Option
SLT Advocate for SEND: Mr A Hampson, Assistant Headteacher
SEND Governor: Mrs M Morris
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (Jan 2015) and has been written with reference to the following guidance and documents:
In keeping with the College’s Mission Statement “To Love and serve Christ within us all” and our values statements “To strive for excellence” and “To create a learning culture which allows all to achieve their potential, we are determined to ensure that we raise the aspirations and expectations of every SEND student in order to ensure that they achieve both the academic qualifications and wider personal skills that will enable them to go on to become valued and valuable members of our society.
Within the Code of Practice it refers to 4 broad categories of need and support:
Our special educational provision will be matched to the child’s identified SEN.
The purpose of our identification of need is to work out what action the College needs to take, not to fit a student into a category.
In our College we consider the needs of the whole child which will include not just the special educational needs of the child or young person.
There may be other needs that are not SEND but that do impact on progress and attainment;
NB Behaviour as a need will no longer be an acceptable way of describing SEN.
The college’s SEND is resourced as part of the annual funding allocation, received directly from the Local Authority, to meet the needs of all SEN students on roll. The college also receives funding from the Local Authority for designated provisions, for example SEN statements and EHCs for individual students. The funding received covers the provision of the appropriate staffing, training and educational resources/equipment needed to meet the needs of the SEND students.
As a College we operate a graduated approach to SEN support reflecting the nature and impact of the child’s needs.
As a mainstream school, it is always our intention that every child follows the National Curriculum differentiated to an appropriate level. Students will only be denied access to an educational activity where it is assessed that it presents a risk to the health or wellbeing of the student.
The College is accessible to wheelchairs and has lifts to access the upstairs in the main college buildings.
In the first instance it is the classroom teacher who is responsible for meeting the needs of the students in their classes and ensuring they make appropriate progress. The College’s FACE Feedback, Autonomy, Challenge and Engagement) approach to securing high quality teaching and learning requires teachers to plan to meet the needs of different students, including those with SEND. This will include working with Teaching Assistants or other specialist staff to plan for and meet the needs of students with SEND. Students are placed in classes appropriate to their SEN and in some instances smaller teaching groups which facilitate more teacher-student contact time in order to secure better progress. The College is committed to providing additional training to teacher and support staff which will enable them to better meet the needs of SEND students.
Students will be placed on the College’s SEN register according to their level of need. Progress of every student is assessed at four key calendared times in the year. This data is analysed to identify any significant concerns regarding a student’s progress and a student may be placed on the register as a result. In addition to these major assessment points, there are fortnightly Pastoral Support Meetings were any students causing concern are discussed and, depending on the concern, a SEN need is considered as a possible explanation leading on to a consideration of whether to pace the child on the register.
Every child who has an Education and Health Care Plan or statement has a personalised Person-Centred Profile which is drawn up as a result of a dialogue involving the student, their parents and other professionals, depending on the nature of the SEND identified.
In the first instance the quality of information received at the transition between primary and secondary school is crucial and we invest heavily in this process to ensure that both the student and their parents are clear about the provision we can offer and that we can be fully prepared and make any adjustments needed before the student arrives. This will also entail, in some cases, working with other professionals who are able us to give us an insight into the needs of the child and how they can best be met. We offer a bespoke enhanced transition for individual students.
We take this responsibility equally seriously when we students leave St Mary’s to make a transition to a different setting.
We work in partnership with a number of Local Authority Support professionals such as SENAAT; Educational Psychological Service; Hearing and Visually Impaired Service; Speech Therapy and Behaviour Outreach. We work closely with outside agencies facilitating a multi-disciplinary approach, working closely with Children’s Services. Partnerships with parents are essential: therefore formal and informal liaison takes place on a regular basis.
Students identified on the SEN Register will have a Person Centred Plan that is distributed to all the child’s teachers, their parents and any other professionals involved in meeting the child’s needs. It is a teacher’s professional responsibility to be familiar with the contents of a child’s plan and act on them.
Review points and progress targets will be identified within the plan. As a minimum the child’s progress will be reviewed at the four key assessment points. The child and the parents will have the opportunity to review the child’s progress at the annual parents’ evening. Parents will receive three progress sheets, an annual report and two Progress and Aspiration Plans.
In addition, any child on an EHCP or statemented will have a formal Annual Review which will include a careers interview at the transition point between KS4 and 5.
In the first instance, it is hoped that concerns can be addressed and resolved with the SENDCo but failing this to the Headteacher or Governor with responsibility for SEN. Disagreements with Local Authority provision
are dealt with by them directly.
Signed: Chair, Fr D Long
Review Date July 2015.
Next Review Before: July 2016