The Head of Pupil Progress and Welfare and the SENCO also provide INSET to Trainee teachers and Newly Qualified Teachers on the staff. 2. Information, in relation to mainstream schools the school’s policies for the identification and assessment of pupils with Special Educational Needs. How do you know if a pupil needs extra help? Every pupil’s skills and attainment will be assessed on entry to Abbot’s Hill. At the same time, the school will consider whether a young person has a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made. All teachers are responsible and accountable for the progress and development of the pupils in class, including where pupils access support from teaching assistants and specialist staff. High quality teaching, differentiated for individual pupils is the first step in responding to pupils who have or may have Special Educational Needs. Subject teachers’ regular assessment of pupils will help identify who are making less than expected progress. Reviews of the quality of teaching should include teachers’ understanding of strategies to support pupils. In deciding whether a pupil has SEND, information should be gathered on pupil progress from baseline assessments and standardised screening or assessment, as well as information from parents, subject teachers and the pupil. Pupils with a recognised need are given access arrangements in Key Stage 3 and all pupils are screened at the end of Key Stage 3 (normally at the end of Year 9) for access arrangements according to the Joint Council for Qualifications examination regulations. Where a pupil is identified as having SEND, action should be taken to remove the barriers to learning. This support should take a four part cycle. This is known as the ‘graduated approach’. The four parts to the cycle are: Assess, Plan, Do, Review. 3a. How the school evaluates the effectiveness of its provision for such pupils How will I know that my child is making progress? All pupils receiving provision have an Individual Education Plan. Electronic copies of these are available to staff on the school network (and on SchoolBase by January 2018). The IEPs are sent home at the start of each term outlining the provision for the coming weeks and targets that the pupils are working towards. Occasionally (usually for a medical need) the pupil will have an information IEP which does not have targets.
authority support services and voluntary organisations, in meeting the needs of pupils with Special Educational Needs and in supporting the families of such pupils. 11. The contact details of support services for parents of pupils with Special Educational Needs, including those for arrangements in accordance with section 32. Who should I contact to find out about support for parents and families of children with SEND? The Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) provides information, advice and support to young people and children with SEN or disabilities aged 0-25, and their parents, about education, health and social care. They provide legally based, impartial, confidential and accessible information, advice and support and offer face to face, telephone and electronic information and advice as well as casework and representation when needed. SENDIASS Information Officer 01992555847 HPCI – Herts Parent Carer Involvement is the Parent Carer Forum for Hertfordshire. 12. The school’s arrangements for supporting pupils with Special Educational Needs in a transfer between phases of education or in preparation for adulthood and independent living. How will the school prepare and support my child when joining your school or transferring to a new school or post 16 provision? We liaise closely with feeder schools and provide additional transition support both before your child starts and afterwards, if needed. The SENCO and Head of Year 7 visit the feeder schools to meet with the children and their teachers to gather information and answer any questions they may have. An induction day is held in June each year where the girls have taster lessons and a family picnic is held on the last Sunday of the Academic School Year. An induction afternoon is held at the beginning of the academic year which is supported by our Year 11 Prefects. Additional visits will be arranged where required. Pupils starting at other entry points will have two days in school for assessment and taster purposes. Transition events are held in the Spring and Summer to help our Year 6 pupil’s transition into secondary education for example visits from drama companies exploring the issues that are raised.