Sherburn High School "Achievement for All" Information Parents Students Sixth Form Curriculum Policies Safeguarding COVID-19 Updates SPECIAL EDUCATIONAL NEEDS - INFORMATION Sherburn High School provides for students with a wide range of Special Educational Needs. We operate an inclusive mainstream model of provision. Our students with Special Educational Needs are not taught separately from the mainstream. Special educational needs and disabilities (SEND) - local offer Link to STAR MAT SEN Policy Dyslexia Leaflet Audience: All Schools As you will be aware the local authority has undertaken a review of education provision for children and young people with SEND, with a view to developing an overarching Strategic Plan for education provision for children and young people with SEND in North Yorkshire. NYCC consulted on these proposals between 18th May and 28th June, 2019. SEND Information Report Sherburn High School provides for students with a wide range of Special Educational Needs. We operate an inclusive mainstream model of provision. Our students with Special Educational Needs are not taught separately from the mainstream. We recognise that many students may have additional educational needs at some point during their school life and the following school policies reinforce the need for teaching to be fully inclusive: • SEND Policy • Behaviour for Learning Policy • Equalities Policy • Learning and Teaching Policy The definition of SEND: • A child and young person has SEND if they have learning difficulty or disability which calls for special education provision to be made. • A child of compulsory school age or a young person has a learning difficulty or disability of they have significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders them from making use of facilities generally provided for others of the same age in mainstream schools. At Sherburn High School each member of staff identifies any special education needs as early as possible and each teacher continually monitors the students in their class. If any student presents an area of concern then a referral is made to the SENCO/Inclusion Leader who will observe the students, review the progress data and complete any necessary assessments or referrals to external agencies as appropriate. Identification of students with SEN and assessing needs Special Educational Needs are identified through: • liaison with feeder primaries • receipt of transition information from the Local Authority • regular liaison with the Achievement Team and Curriculum leaders • feedback from Teaching Assistants and teaching staff • regular liaison with outside agencies and the Local Enhanced mainstream schools. • liaison with parents prior to the student starting in the school The Learning Support Department uses a range of methods to assess, clarify and identify a range of needs involving other agencies where needed. These would include students with special educational needs in communication and interaction, cognition and learning, social, emotional and mental health difficulties and sensory and physical needs. We are experienced in supporting students with a range of additional needs these include OCD, ADHD, ADD, Dyslexia, Dyscalculia, Dyspraxia, Autism and Asperger’s. Arrangements for consulting and involving parents The school and Learning Support Department welcome contact from parents. We have contact with Parents and Children Together (PACT) Parents are invited to actively participate in review meetings; where students have an Education, Health and Care Plan formal consultations take place annually in line with the Code of Practice. The Inclusion leader is available at all parents’ consultation evenings to meet with parents and discuss any queries. Arrangements for consulting and involving young people Students are invited to attend meetings as appropriate where their progress is being discussed. Students who have a an Education, Health and Care Plan are formally consulted annually. SEN student voice is currently being developed. Arrangements for assessing and reviewing progress towards outcomes Students´ progress is assessed and reviewed by school staff every half term and reports are sent home to parents. Where students have intervention programmes which are additional and different, student progress is reviewed by the Inclusion Leader in line with the graduated approaches outlined in the Code of Practice. We have profiles for all students requiring support with learning whether this is for academic or medical reasons. Parents can contact the Inclusion leader or achievement team at any time to discuss their child’s progress. For those students who need a boost in Literacy, we run a reading intervention programme in Year 7. Also, we provide an individual package for those students needing a higher degree of support in literacy. Arrangements for supporting moves between phases of education and preparation for adulthood During the transition from primary to secondary school, our Inclusion leader and Transition Leader visit primary schools and meet with parents of students who have been identified as needing a personalised transition package. (This year due to Covid 19 this has been completed virtually and by phone contact with parents) The Inclusion Leader attends Year 6 annual review meetings. CAF meetings and where additional meetings are required. The Transition Leader and the Inclusion leader host transition sessions for students who need the extra support and are identified by Primary school or outside agencies. We have Student profiles for all students requiring support with learning whether this is for academic or medical reasons. Parents can contact the Inclusion leader or Achievement Team at any time to discuss their child’s progress/ needs. The approach to teaching children and young people with SEN In line with the revised SEN Code of Practice, all students are included in all lessons across the curriculum. Time limited specialist intervention programmes are delivered based on individual need. The Year Seven students identified as being below their chronological reading age work on an intervention programme. Adaptations to the curriculum and learning environment The majority of students follow a mainstream curriculum. Personalised adaptations are made according to individual need. The school provides facilities in line with the Disability Discrimination Act to meet the requirements of those students with more complex needs and is prepared to make reasonable adjustments according to individual student need. Teaching and learning: - SEN in the classroom The School has a structured approach to Teaching and Learning through the school’s Teacher Learning Communities (TLCs). This looks at how we teach at SHS and has focused on the effective use of teaching assistants including the use of group work to develop SEN needs and also how to differentiate effectively to provide good first quality teaching in the classroom. TLC workshops focus on ensuring that staff have a clear understanding of strategies that work for all of our SEN Students. We passionately believe that quality, first wave teaching must meet the needs of all our students and our aim is to ensure that all teachers know which strategies work with which students to ensure that all students learn. Any additional specialist expertise is sought and secured from the wider North Yorkshire Specialist Network of services or our links with C4s, YTSA and STAR Alliance. This is a very effective way of sharing information and best practice. Enabling young people with SEN to engage in activities with children and young people in the school who do not have SEN All extra activities are open to all students. Where activities are provided for students with SEN, students without SEN are welcome to attend. Staff at Sherburn High School are committed to all students having access and opportunities to participate in school activities and visits through reasonable adjustment and adaptations where needed. Reasonable adjustment and adaptations will be made on an individual basis and closely monitored by staff to ensure students can play a full and active role within school along with their peers. We do not discriminate against any students due to their Special Education Need or disability. The wide range of support that is available at Sherburn High School includes: • Mentoring sessions with the SENCO / Inclusion Leader / a member of the SEND team / pastoral team • Class support • Individually adapted 1:1 social skills programme • Support during form time and unstructured times of the day • Arranging support from external agencies where necessary Support for improving social and emotional development The school invests in a wide range of pastoral roles and Higher Level Teaching Assistants within the Learning Support Department. SEN awareness and anti-bullying is incorporated into the whole school pastoral and tutorial programme. The School operates a vertical tutoring system to further encourage an inclusive environment whilst promoting the whole school ethos of celebrating differences. Alongside this, assemblies which have an anti-bullying message and focus on individual’s differences are delivered by the Achievement Team and SLT. Students participate throughout the year in fundraising activities to support associated charities. Involving other bodies in meeting needs and supporting families The school has established strong links with outside agencies. We work closely with colleagues in education, health, social care and careers, including agencies such as CAMHS, hearing support, Local Authority Support Teams. If you have any concerns about the provision made for a student with SEN, the first point of contact is the Inclusion leader. The school supports the Local Offer of the Local Authority. Admissions procedure The Governing Body will act as the Admissions Authority for the School as part of the co-ordinated scheme with the Local Authority. Following due consultation, in accordance with the national Schools Admission Code 2012, the Governing Body has agreed the following Admissions Policy for the academic year. Parents/carers of children in Year 6 can apply for a place in the School either using the Local Authority online system, which opens on 1st August, or the Common Preference Form which must be completed and returned as specified on the form. Students will be admitted to Year 7 without reference to ability or aptitude. Parents/carers living within the boundaries of different education authorities may still choose Sherburn High School as a preferred secondary school but must complete the preference form provided by their local authority which will then pass on the information to our Local Authority. Children with a statement of special educational needs will be admitted to the school named on their statement. Where students move into the area or request a move from another school within area, students will be admitted regardless of ability or aptitude. Previous schools will be contacted to again an understanding of the student’s ability/needs. A meeting will take place with parents and student to make sure the provision is suitable and any adjustments needed are made. Where required a personalised transition package will be put in place. Appeals procedure Parents/Carers who want to appeal against the governors’ decision not to offer their child a place at the School must appeal directly to the Local Authority within 20 days of receiving the decision letter from the Local Authority. The appeal will be heard by an independent appeals panel. Parents/carers will receive written notification of the date and time of their appeal hearing, which they can attend to explain their case. If they wish, parents/carers may be accompanied by an adviser or friend. Following the appeal, the Clerk to the appeals panel will write to parents/carers with the decision. Medical conditions Children and young people with medical conditions are entitled to a full education and have the same rights of admission to school as other children. This means that no child with a medical condition should be denied admission or prevented from taking up a place in school because arrangements for their medical condition have not been made. However, in line with the schools safeguarding duties, the governing body should ensure that students’ health is not put at unnecessary risk from, for example infectious diseases. They therefore do not have to accept a child in school at times where it would be detrimental to the health of that child or others to do so. The majority of students follow a mainstream curriculum. Personalised adaptations are made according to individual need. The school provides facilities in line with the Disability Discrimination Act to meet the requirements of those students with more complex needs and is prepared to make reasonable adjustments according to individual student need. The school has a lift within the centre of the two storey section of the premises, a disabled toilet and there are ramps and hand rails where needed. We assess and where necessary would complete a risk assessment in discussion with the site manager, student and parents for any student who it is considered could not evacuate the building with the rest of the school community. Accessibility Policy Sherburn High School recognises that many of its pupils, visitors and staff, whether disabled or otherwise, have individual needs when seeking to make use of the school and facilities. However, Sherburn High School also recognises the fact that for some users, the nature of their disabilities may mean that they experience specific difficulties related to accessing education at the school and the physical environment. As part of its ongoing commitment to Equal Opportunities and the delivery of an inclusive educational service, Sherburn High School will endeavour to ensure that disabled people receive the same standards of service as everyone else. Sherburn High School will: • Communicate to all staff that our policy for the provision of educational services ensures the inclusion of disabled people. Such communications will address the legal obligation of individuals and the organisation as a whole. • Provide appropriate disability awareness training for staff, which will explain the policy of Sherburn High School towards disabled users and the effective implementation of accessibility improvements. • Address acts of disability discrimination via existing conduct codes, where appropriate. • Encourage suppliers / contractors to adopt similar policies towards disabled people. In order to ensure that the services it provides effectively meet the needs of disabled customers, Sherburn High School will: • Consult with disabled pupils, parents, staff and disability organisations. • Plan to make accessibility improvements to enable disabled people to use its services. Furthermore, Sherburn High School will effectively communicate their availability to both students and staff (plan attached). • Regularly review whether its education (and other) services are both accessible and effective, and take appropriate action. • Monitor the implementation and effectiveness of this policy on a regular basis. • Operate an accessible complaints procedure whereby disabled people can make improvement suggestions and request assistance. Contact information SENCO – Ms S Wilmot Inclusion Leader – Mrs C Atkinson All staff can be contacted via the school telephone number: 01977 682442 Address: Sherburn High School Garden Lane Sherburn In Elmet LS25 6AS Tel: 01977 682442 Email: admin@shs.starmat.uk Website: shs.starmat.uk © 2021 Created and updated by IT Support