ICKNIELD HIGH SCHOOL HI LOCAL OFFER
At Icknield High School we believe in achievement, ambition and progress for all children
- We aim to meet the needs of individual children through highly effective teaching and learning
- There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning .
- We work in a flexible way to develop effective partnerships with children and their parents/carers the SENCO, specialist teaching staff both within the school and external professionals such as speech and language therapists, occupational therapists and child and adolescent health services ( CAMHS) to ensure that the school can meet a broad range of special educational needs
We undertake a rigorous system of monitoring children’s progress , supporting academic achievement and person achievement by removing barriers to learning and use a wide range of strategies to foster a culture of life long learning and independent living skills for all children.
- How does the school organize support for children with HI needs ? Educational Health & Care Plan plan
How does the setting identify children/young people with SEND? Criteria needed – Hearing loss of 50 DB and on both sides
If your setting/school/college has a specialist facility please give some details
- 16 place provision
- 1 x manager for HI provision
- 1 x deputy manager
- 1 x TOD
- Level 2-6 Communicators
- We support pupils with a range of hearing impairments including
- How will parents/carers be informed about a student‘s progress at school and how will her/his progress be measured?
- Annual Review and reports. Passports. Personalised target setting. Academic review twice a year.
What are the early years setting/school/colleges approaches to differentiation?
How will this help a child with SEND?
Who will oversee the educational plan for children and young people identified with SEND?(e.g. SENCO, and Hearing Impaired Dept Manager
- Personalised links with families
- Who are the most important people in early years setting/school /college to discuss parental/career concerns about the child’s difficulties?(E.g. Class Teacher, SENCO, Inclusion Manager,)
- Minoo Beech, Transition Team, Barbara Jones, Senco, Pat Lakeland, HI department manager.
What opportunities are there for parents/carers to discuss their child/young person’s progress?(Parents’ evenings, IEP reviews)(contribute to passports) Key staff)
How does the setting/school /college explain what progress the child/young person is making?(E-mail, Letters, meetings )
Reports, Annual Review, parents evening, phone calls, personalised approach, email.
- How are the setting’s /school’s /colleges’ resources allocated to support children/young people with SEND?
- 7 x FM systems go with the pupil around the school
- 4 x Soundfield systems in classrooms
How is the setting’s/school’s/college’s budget for SEND allocated ? (How much detail is needed for parents? Make this clear)
Give a description of how funding is allocated to individual children/young people with SEND?(Need to make this very clear to parents)Complex need
(Money) Formula = £10,000 + top-up (000s) see SLA
- Refer to high needs block – pupils with complex needs
- Formula + etc
- What support is offered to ensure the wellbeing of children/young people with HI?
- BSL training given to parents.
- Homework Club/Games Club/
- Support for extra GCSE exams.
- Access to a range of social activities
What pastoral support will be provided to support the child/young person?Links to NDCS – holiday availability
What social support is available? Intervention groups/pastoral support
What support is available for the administration of medication to children/young people? Part of Inclusion Policy with communicator if necessary
What support and structures are used to support children/young people with behavioural difficulties to avoid exclusions and increase attendance? Links/procalm/Consequences clear for misdemeanours/
How will the child/young person be able to contribute their views to their development and progress and how will the setting/school/college support them in doing this? Review of plans/updating in Inclusive passport and pastoral links
- What different types of support can the child/young person receive in school?( eg small group or individual)
Indicate the support that could be made available in the school, eg LSA, specialist teacher support
What types of support can be provided ?(eg small group, individual) Support for all plus access e.g. TAs, TOD, qualified communicators, note-taking
- Communicator to access after-school club
- Support on trip
(Dangerous area) e.g. BSL LV2/Level 6/Experience and qualifications. Withdrawal – e.g. maths
SALT/EPS
- Who are the other people external to the setting/ school /college who can provide services to children with SEN?
Are there specialist staff external to the setting/school/college who provide support and what are their qualifications?(SENS , Educational Psychologists, ELC, CAMHS etc) GOSH and Addenbrookes, LA staff and BSL
Des
If so how are they used by the setting/school/college?(observations, reports, advice, meetings, strategies)
How will these staff liaise with setting/school/college staff?(meetings, reports, e-mail) NDCS – bus?
- How are teachers in HID staff in school supported to work with children/young people with SEND and what training do they have?
Guidance
See Traded services brochure and summaries-for VI, HI., PI, SLCN, ASD, EPs, etc - variety of training available
Please indicate information about whole setting/ school /college staff training and disability awareness(SEN policy)
- How will teaching be adapted to support children/young person with special educational needs?(see 6, 7 & 8. How specific will this section need to be?)
How will the curriculum be differentiated for the individual child/young person?(see advice from external professional, SENCO and how this is used effectively )
How will support to differentiate the curriculum be provided?(school resources and LBC’s )
How will staff working with the child/young person be supported in the differentiation of curriculum activities? (support from school and LBC advisers)
How will the setting/school/college measure the child/young person’s progress?
Annual reviews, IEP meetings, reports, review of advice
- What support will parents/carers receive if their child/young person has been identified as having special educational needs?
- BSL signing/Icknield primary and secondary schools/parents asked to contribute to review of group
- Awareness of NDCS events. Parents ‘drop-in’ HI Services regularly/phone calls to parents are regularly made
How will parents/carers be involved in planning and supporting the setting in the developments of a child/young person’s progress ?(See meetings and reviews etc discussed in 1 and 3)
Are parents/carers invited to training or learning events? (see CALM,, FLAG,DADS etc OLI course)
- How will the school support your child/young person in unstructured times such as lunchtimes and playtimes and enable her/him to have access to after school clubs, school trips and journeys. (Alternative activities arranged?)
How will the child/young person with SEND be able to access activities outside the school curriculum?
How does the setting/school/college involve parents in planning activities and trips?
See clubs, social and academic support with specialist staff
- How will the school support the child/young person moving on either to another school or college or the next stage in education or life?
Transition team? Use of external professionals e.g. EPs and SENS
Kerry Rees/Minoo Beech. School to meet Yr 6s frequently – support for work experience
What preparation will be put in place to support the child/young person transferring to a new setting/school /college?
How will this preparation be managed?
What information will be provided to the new setting?
How will the child/young person be supported and prepared for the make the move to a new setting?
How will you support the new setting in ensuring a successful transition for the child/young person?
- How accessible is the setting/school/college environment?
Use of symbols and signs-Communicate in Print, Makaton etc
Is the building fully wheelchair accessible? Not fully – compliant with DDA
Are there facilitates for children with a hearing impairment?
Does the setting have disabled changing and toileting facilities? Yes
How does the setting/school/college communicate with parents/carers whose first language is not English? Use of text, etc
What facilities are there in the setting fro the storage of equipment ( eg wheelchairs tec)
- Who can parents/carers contact for further information at the early years setting/school/college?
Who will be the first point of contact if parents want to discuss concerns about their child/young person?(Class Teacher, SENCO, Inclusion Manager) Pat Lakeland, Transition Mentor (Viv Scrobue). Barbara Jones, Senco, HID Mentor
Who else has a role in supporting children /young people with SEN in the setting/school/college? (SENAT, SENS EPs,)
Who should parents/carers contact if they are considering an application for their child/young person to the setting/school/college?
(Admissions? SENAT?)
Where can parents find the Luton LA Local Offer?
See LBC website and link to Local Offer