Believe, Achieve, Succeed....
At Stocksbridge High School we value our reputation as a community school. Co- operatively staff, students, parents and governors work hard to ensure that all students can achieve. Quality teaching is vital in ensuring that students make progress; however for some students further additional support may be needed to help them achieve their targets and goals both academic and otherwise. The School works in accordance with the SEN Code of Practice (2014) and the Equality Act. Stocksbridge High School provides equal opportunities for all students with and without SEND. As such we promote a fully inclusive policy with all students attending mainstream lessons in order to access high quality teaching and learning. We are committed to narrowing the attainment gap between students with SEND and their non-SEND peers. To achieve this we use a variety of strategies and support measures.
What is a special educational need?
'A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post -16 institutions.
A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them (Clause 20 Children and Families Act)' (Draft SEN Code of Practice 2014)
How does Stocksbridge High School identify whether or not my child needs extra support?
We identify student needs by:
· Closely liaising with our feeder primary schools.
· Following up concerns raised by parents/ carers, teachers or the child.
· Closely monitoring progress/ behaviour. The Key Stage leaders monitor progress alongside Support managers who monitor behaviour. Key information is shared and communicated with the SENCO.
The Stocksbridge High School SENCO is
Miss G Feechan- please contact if you have any queries or concerns.
How will Stocksbridge High School support my child's progress?
Throughout the process of identification of needs we will consult with you. In agreement with you your child will be placed on the schools SEND register and all teaching staff will be informed. Teaching staff are provided with both generic and bespoke guidelines informing them of how to cater for individual needs.
At Stocksbridge High School every child receives Quality First Teaching. All of our teaching staff has the experience, training and tools to personalise your child's learning experience to help them make their best progress. This may include additional general support by the teacher or a teaching assistant (if in class).
If a student is identified as needing some extra support in school, they may become part of an intervention group. These groups may be:
-Run in a classroom or outside, these may be for literacy, speech, vocabulary, social skills etc.
-Run by a teacher or most often a Teaching Assistant who has had training to run these groups.
These groups will be time limited and the students' progress tracked, monitored and reviewed to ensure the effectiveness of the provision to inform future planning.
· Student profiles are written to support student's needs. These are designed to identify barriers to learning and address any gaps in knowledge. These are circulated to all staff, enabling them to plan in an informed way for all groups of learners.
· Access arrangements are put into place in KS4 for students for controlled assessments and exams. Students are identified in KS3 who may need support for future exams and access arrangements.
· Occasionally a student may need more expert support from an outside agency such as CAMHS, Educational Psychology team, Speech and Language etc. A referral will be made with your consent. After a series of assessments, a programme of support is usually provided to the school, parents and carers. The school also works closely with these agencies to develop provision for group or one to one work.
How will I know how my child is doing
You will be able to discuss your child's progress at Parents' Evening with class teachers, the support manager, the key Stage Leader and the SENCO.
- You will receive progress data five times annually. Data collection points allow intervention and teaching to be monitored to ensure it meets the needs of all students and enables them to make expected progress.
- We are currently developing one page profiles for our SEND students. When in place you will have the opportunity to review your child's one page profile annually.
- Annual Reviews are specific to SEN students who hold a statement/EHCP. These meetings allow an additional opportunity for the effectiveness of provision to be evaluated.
- Communication will be made with parents/ carers to discuss the impact of specific interventions and work groups.
- Appointments can be made to speak to the SENCO at any other time if you have concerns.
What support is offered for my child's overall well-being?
The school offers a wide variety of pastoral support for students who are encountering
emotional difficulties. These include:
Members of staff such as form tutor, Support Manager, SENCO are readily available for students who wish to discuss issues and concerns.
Behaviour/ Pastoral plans for those students who are experiencing difficulties.
Homework Club- to support students struggling to cope with the demands of homework.
Social skills groups.
There is an alternative quiet area for students to access at break and lunch times.
Pupils with medical needs:
How will Stocksbridge High School assess and review my child's progress?
- High expectations for all students are set from KS2 data analysis.
- Students identified as having SEND are tracked and monitored in accordance with school policy in all core and non-core subjects. This will result in five data collection points, data will be sent home to families.
Monitoring and evaluation of SEN is carried out through lesson observations, learning walks and the observations of Teaching Assistants which are regularly fed back to the SENCO.
The SENCO and Pastoral team have regular contact with parents via email, phone call and face to face meetings to discuss any concerns or issues.
Annual reviews are held for students with statements of SEN or an EHCP. Annual Reviews include all children and their parents/carers in the process wherever possible. Progress towards outcomes is evaluated.
Students are identified to access extra intervention classes to close the attainment gap. All interventions are evaluated
How will my child be supported through transition points?
Carefully considered arrangements are made for the transition from primary school. This can include additional visits, phased transition, teaching assistant visits and meetings with parents.
Year 6 SEND students are invited to an extra induction day in the Summer Term.
The SENCO, Inclusion Manager or an appropriate person will attend reviews before the transition to help anticipate need and to dispel anxiety.
Students are carefully placed in form groups to take account of positive friendships.
Students with SEND will receive extra guidance for post- 16 transition where needed.
EHCP reviews will incorporate future college/ placement providers wherever possible.
When students with SEND move on to college or to specific training programmes, and liaison is made with the destination to ensure a smooth transition.
How do I raise any concerns I may have?
Any concerns should be raised with the SENCO in the first instance. Complaints should be directed to the Principal.
Where can I find a copy of Stocksbridge High School's contribution to the Local Offer