A Parental Guide to SEND Provision at IMPACT

A parental guide to SEND provision at IMPACT.

What I can expect for my child.

“Tell me and I forget,

Teach me and I remember.

Involve me and I learn”

Benjamin Franklin

January 2015

v  At secondary level, demands can seem overwhelming to any child let alone one with SEND (Special Education Needs/Disabilities)

v  How can you be sure you are making the right choice for your child?

v  Ultimately what matters for you as a parent/carer of a student with additional needs (SEND) is getting the most appropriate type of schooling at the right time and having a choice available.

v  What matters is having the information you want, when you need it, and knowing who can help you make those important choices for your child

v  What matters is knowing who you can speak to if you have a problem, and having your questions answered in an open and honest way.

I hope that the information in this short booklet will help you to feel confident that at IMPACT your child will receive all the support and guidance they need to truly fulfil, and in many cases exceed their potential.

As always, you are welcome to contact us at any time.

Inclusion

It is our intention that the curriculum will provide relevant and challenging learning to all students and will follow the three principles set out in the DES inclusion statement:-

1.  Setting suitable learning challenges. The staff at IMPACT will aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible.

2.  Responding to pupils’ diverse learning needs. When planning, teachers will set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils from all social and cultural backgrounds, pupils from different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds.

3.  Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Teachers will take account of student additional requirements and make provision, where necessary, to support individual; or groups of pupils to enable them to participate effectively in the curriculum and assessment activities.

Teachers will take account of student additional requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities.

At IMPACT you can feel safe in the knowledge that we:-

·  Have high expectations of all pupils including those with SEND.

·  Regularly assess progress to ensure appropriate and timely support is available

·  Use a variety of teaching and learning styles to match pupil needs.

·  Use the best and most skilled teachers and teaching assistants (including specialist provision such as Educational Psychologists) to work with the most challenging pupils and those with identified specific needs.

·  Have clear guidelines for, and expect, good behaviour.

·  Establish good family links including regular home-school contact and parental support as necessary.

·  Employ a trained SEND/Inclusion lead who is an integral part of the school and a member of its management team.

·  Have a governor with a designated responsibility for SEN.

·  Operate an effective policy of zero tolerance towards bullying.

·  Use clear, SMART targets.

·  Monitor and assess pupil progress and regularly review IEPs and/or targets to meet challenging pupil needs.

·  Regularly report progress to parents.

·  Share best practice; discuss effective teaching and learning.

·  Have a continuous professional development programme that ensures all staff are given regular training in new developments regarding SEND.

·  Will be enthusiastic about your child’s successes, the value they add and the difference they make and regularly celebrate these achievements

In the world of SEND there’s no such thing as a typical SEND child and one size does not fit all.

Adopting flexibility and catering to the needs of the individual are paramount.

v  In addition to formal literacy and numeracy assessments of all pupils in their first weeks at IMPACT, we will already have gathered information from a variety of sources to enable our provision to have a clear picture of how best to meet the needs of its SEND pupils. At this stage we will also focus on the strengths of the student as well as areas for development.

It is important that the views of the child are central to our provision, as this ensures a greater engagement with the support available;

v  Therefore we will use a range of activities to enable the active engagement of young people with SEND at all stages of the process.

The following are examples of activities we will use;

o  Questionnaires

o  Discussion group

o  student voice

o  Meetings

o  E-mail surveys

o  TA visits to mainstream educational placements

o  Regular home/school liaison

o  Liaison with prior support agencies (CAMHS/Educational Psychologists/Speech and Language)

All information will then be stored on a shared staff folder online and this will be regularly updated in order that any staff member will be able to access data pertinent to the student they are planning support for,

v  Our student support team has Teaching Assistants (TA/ HLTA)and learning and behaviour mentors attached to all subject areas, so your child will have continuity of support and the confidence to begin to transfer their learning across all curriculum areas.

The TAs are also able to lead small group interventions within classes, reducing the need for withdrawal and therefore promoting inclusive learning for all.

v  Should there be a need for some one-to-one support away from the classroom situation/ daily timetable, staff can make a referral to the Head teacher for an amendment to timetable and you will be informed of a change to provision for your child.

How can you help?

Parental support is vital to the continued success of all out provision, but particularly important for SEND provision, therefore

v  We will provide opportunities to discuss any concerns regarding your child’s education whenever you feel this to be necessary. This will be in addition to the Statutory Annual Reviews for those students with Statements, or progress reviews for those at KS3 prior to reintegration.

v  We ask that you encourage your child to take advantage of the support offered and variety of subjects available, as this will help to develop interests and hobbies, promote greater independence and encourage them to explore friendship groups, thereby developing social interaction skills.

v  Encouraging reading is really helpful – any type of reading material is fine! Discussing what they have read will develop comprehension skills and aid sequencing.

v  Small things like asking them to recall just one fact they have learned that day will help consolidate learning. You will be amazed how quickly your child’s confidence will grow!

v  Attendance at any multi-agency meetings arranged for your child is really vital, therefore we will always try to arrange these at YOUR convenience, before, after or during school hours is fine.

If you are unsure about attending formal meetings, which can often by full of jargon and official looking people – don’t worry, we can put you in touch with people who are independent of IMPACT but will be your support. We really value your input!

Any issues, please contact me on 0151 924 8128

Wendy Corless

Assistant head teacher SEND/Inclusion

SEFTON COUNCIL: IMPACT SECONDARY PRU

SEND INFORMATION REPORT

• With the changes to SEND (Special Education Needs and Disabilities) legislation, the DfE (Department for Education) requires all schools to provide information regarding how they support pupils who have been identified as having additional needs. This takes the form of the SEND information report.
• Within this report there is information (also known as ‘The School Offer’) which is ratified by the Management Committee of IMPACT and which gives details about how your child’s needs will be identified and provided for. The details of the offer are then sent to the Local Authority, who add the information to the ‘Local Offer’.
• The Local Offer tells parents/carers what specialist support is available in Sefton and how to access this support. You can find more details about this on www.seftondirectory.co.uk/localoffer

• You can access more specific information regarding the provision that IMPACT can offer, in traditional academic education and also in the extensive Alternative Vocational Provision by following the link to IMPACT website

http://www.impactsefton.co.uk/

What is IMPACT?

• We are a Pupil Referral Unit providing full time education at KS3 and KS4 for all pupils in Sefton who need an alternative learning style away from mainstream school.
• In the case of pupils in Year 7 to 9 this is a short term provision aiming to reintegrate the pupil back into mainstream schooling after a period of assessment. There may, in some cases, be an opportunity to undertake a period of accelerated ‘catch up’ as a result of disruption to schooling and gaps in their learning so that pupils are more confident learners when they return to school.
• At KS4 we deliver a unique personalised curriculum which focuses on traditional education with a strong emphasis on core GCSE subjects and external examinations, alongside a quality work based learning programme which develops the knowledge, skills and experience needed to move on successfully into FE, training or employment on leaving school.
• We cannot provide this quality experience without working in partnership with a wide variety of outside agencies and mainstream schools.

What kinds of special educational needs and/or Disabilities (SEND) do we provide for at IMPACT?

• There is no definitive list of SEND provided for at IMPACT; as we provide bespoke programmes to address all additional needs, therefore there will be no discrimination against any pupil with additional SEND accessing the entirety of our provision. Each pupil is referred from a variety of educational provisions, both mainstream and specialist provision, with a variety of identified additional needs, most of which have formed barriers to their learning, contributed to their lack of progress, prompted disengagement with the curriculum or hindered the development of social interaction and communication. Although currently there are no pupils with significant physical /medical needs attending IMPACT, provision is in place to meet the needs of such pupils should they be referred at any point. In addition the CLA co-ordinator works closely with the inclusion manager to ensure that those pupils who may be more transient in their placements are regularly tracked and reviewed.

• How do we know if a pupil needs extra help?
• At IMPACT we base our bespoke provision on information received from the referring establishments or agencies ,in addition to an individual interview with the head of Centre/ Pastoral support team at KS3 and with the Head teacher/ Assistant head teacher ( Inclusion) of IMPACT at KS4
• Following analysis of all this information by the SENDCO, an assessment may also be requested from the specialist support teacher (SAIS) which provides detailed information re Specific learning difficulties (SPLD – dyslexia). A recent addition to KS4 induction assessment is an Emotional Literacy assessment to provide a baseline for the development of individualised behavioural support programmes.
• Regular academic ( progress and reintegration meetings at KS3) and pastoral meetings, alongside comprehensive tracking and work scrutiny , provide ongoing assessment of pupil need and allows for the curriculum to be modified accordingly

Identification of pupils with SEN

• Referral forms and information of support and interventions by school
• EP reports
• SAIS and other external interventions – referral forms/school link/parents/carers
• Initial interview with parent/school link
• Early identification of underachievement through baseline assessments on induction
• Learning difficulties identified by school pre referral or identified at Induction and Assessment on entry
• Language and Communication skills identified in health plans – Hospital/Community Paediatrician reports
• Specialist support often continued by host school
• Counsellor attending initial interviews to identify emotional/social problems
• CAF minutes/CIN/CP records

Who takes responsibility for all of this?

• A new Assistant Head Teacher Wendy Corless joined the IMPACT staff in January; her responsibilities include delivery and monitoring of the Induction programme and she is also the SEND/Inclusion Lead. Should you have any concerns regarding the support your child is receiving, or if you feel they need amendments to their programme, Wendy will be your first contact ;

• Contact number 0151 924 8128 ( IMPACT) 0151 288 6126( direct line) 0781 500 5255 ( MOBILE)
• Any complaints regarding the support your child is receiving, any concerns regarding additional needs your child may have which you feel are not being met appropriately ,or any issues you have regarding your child accessing the curriculum at IMPACT can be made by contacting Wendy Corless on the above numbers, or alternatively you can contact her or the head teacher Margaret Bridson by letter outlining your concerns and we will get in touch with you to discuss issues raised as soon as possible.

Curriculum and additional support in the classroom and in the workplace.

• All pupils follow the core subjects in Maths, English, Science and ICT and then continue a further area of study depending on their option choice.
• Qualifications are offered from Entry Level 1 to A+ GCSE depending on the pupil’s ability and support is offered so that all pupils leave with high aspirations and experience success.
• Recent introduction of iGCSE for English and Human Anatomy and Physiology to meet changing pupil need
• Sport, Careers, PSHCE, Art, Music, cookery, textiles are also offered alongside qualifications in Hair & Beauty, Construction, Mechanics, Fishing, Equestrian, Animal Care, Child Care, Health and Social Care, Retail, ICT and pupils have opportunities to work with the Coastal Rangers on community projects throughout Sefton.
• Pupils are encouraged to develop existing areas of strength whilst trying new activities to increase the relevance of their learning.
• Part time timetable/ satellite provision /after school provision provided where appropriate

• TAs allocated to subject areas for deployment by teachers to pupils needing additional support
• Very small groups – maximum 8 pupils
• TAs with specialist knowledge of dyslexia, ASD
• All staff trained in strategies to support pupils with emotional, social and behavioural issues
• Individual Learning Plans to identify strategies for support promoting personalised learning
• TAs deployed to support high need pupils within class, limiting withdrawal and promoting development of social communication skills.
• Specialist external support available for identified pupils for speech and language support.
• Additional Nurture Base at the ALT Centre for pupils needing a more specialist environment
• Catch up – Booster Reading Scheme
• Training for tutors delivering off-site provision to up skill in knowledge and understanding of strategies to deploy in managing pupils with behaviour and learning needs.
• Identified member of Management Committee to challenge the quality of provision through visits, attending reviews and quality assurance of off-site provider SLA’s.
• All staff trained in differentiation and understanding of different types of learning profiles
• Additional 121 where necessary ; support for exam preparation, pastoral/ reintegration support following long term absence, medical intervention requiring phased reintegration to main educational provision
• Specialist behaviour programmes –1-1 mentoring programmes, counselling programmes, therapy, art therapy.
• Thorough baseline assessments to identify additional needs
• Exam concessions to support specific difficulties i.e. scribes, extra time, readers or other specialist requirements. Many pupils benefit from specific arrangements to complete exams at home or in accommodation away from school to meet the needs of specific psychological or phobic difficulties.
• Access to specialist outreach services (OT/ CAMHS/ EP etc.)