Upload
trandat
View
213
Download
0
Embed Size (px)
Citation preview
Warrington SEND Programme - Local Offer / Education
Local Offer TemplateWarrington Education providers (0-25)
Full Name of Education setting
Penketh High School
Physical address
Heath Road
Town
Warrington
District or Borough
Cheshire
Postcode
WA5 2BY
Contact Person
Emma Ogg - Director of Learning SEND / SENDCo
Telephone Number
01925 722298
Email address
Website address
www.penkethhigh.com
Facebook address
NA
Twitter address
www.twitter.com/@PenkethSchool
Logo or picture
Short Headline
Penketh High School School SEND Offer
Brief overview of your service (30 words)
Penketh High School prides itself on offering an inclusive learning environment that endeavours to ensure all pupils have the opportunity to achieve their potential outcomes.
The following details will help users of the website to find your information quickly and easily.
Type of education setting
Preschool aged 0-2
Secondary school
Preschool aged 2-3
Nursery School
Preschool aged 3-5
Secondary with 6th form
Infant school
Post 16 provision (Colleges)
Primary school
Special school 2-19 years
Junior school
Higher Education (Universities)
Which of the following best describes your education setting? (tick all that apply)
Mainstream
Special
Resourced Provision (Mainstream with resourced unit)
Academy
Community school
Foundation
Free school
Alternative Provision (pupil referral unit)
Faith school
Residential 38/44 weeks
Early years SEN provision
Residential 48/52 weeks
Hospital school
Independent
Opportunity school
SEN Hub
Childminder (Early years education)
School Nursery
Day Nursery ( 38/50 weeks)
Preschool playgroup
What communication methods do you offer? (Tick all that apply)
Signs and symbols
PECS (Picture exchange communication system )
British Sign Language
Braille
AAC (Augmentative and Alternative Communication)
Sign supported English
Makaton
What facilities does your education setting have? (tick all that apply)
Hydrotherapy pool
Sensory room or area
Wheelchair Access
Accessible changing area
Accessible toilets
Low stimulus environment
Secure environment
Soft play facility
Sensory adaptations (such as colour scheme)
Physical adaptations (such as hand rails)
Accessible parking
Any further comments regarding these statements (e.g. Not all toilets are accessible)
Not all toilets are accessible.
Not all teaching areas are accessible.
If you are a special school, do you specialise in any of the following?
Complex Health needs
Autistic Spectrum Conditions
MLD (Moderate Learning Difficulties)
PMLD (Profound and multiple learning Difficulties)
SLD (Severe Learning Difficulties)
Social, mental and emotional health
SpLD (Specific learning Difficulties)
Hearing Impairment
Challenging Behaviour
Visual impairment
Physical Disabilities
Personal Care Needs
Communication needs (Speech, Language and Communication)
Any Impairment (Any condition or impairment)
Are any of the following made available on site at your education setting? (Needs led refers to resources that are allocated according to assessed need)
Needs led school nurse
Needs led SALT (speech and language therapy)
Needs led O/T (Occupational therapy)
Needs led physiotherapy
Personal Care
Key search words.
The website will use keywords to search for information. Please provide a list of the key words that users of the website may use to find your setting? e.g. special needs, impairment, inclusion. (maximum of 30)
Key words
Special Needs, Inclusion, Provision, Learning, Well-being, Learning Mentor, Transition, Agencies, Barriers
Sections and subsections
The website will have a number of sections to assist navigation. Please advise which of the following sections you would expect users to look for your information? (Please do not tick them all only the ones that are relevant to this service)
Respite & Support
Respite & Short Breaks
Funding and Direct Payments
Common Assessment Framework (CAF)
Emotional Wellbeing
Advocacy
Support groups and Voluntary Organisations
Disabled Children fostering and adoption
Support and family members
Health
Childrens Nurses
Specialist Clinics
Sensory
Pre-birth & birth
Dental Care
Complex health needs
Doctors and Hospitals
Emotional Health & Wellbeing
Equipment and Therapies
Wheelchair Services
Speech & Language
Continence Services
Occupational Therapy
Physiotherapy
Other Equipment
Other therapies
Grants
Education & Childcare
In school therapies
SEN Support
Childcare & Early yrs.
Learning from home
Schools
Colleges & Post 16
Transport
Transition
Higher Education
Other (please specify)
Leisure & Play
Clubs & activities
Things to do
Holidays
Sport & fitness
Friendships & relationships
Gateway
Preparation for Adulthood
Getting involved
Independent living
Parents, siblings and Family carers
University and work
Staying healthy
Money
Getting around
Being an adult
2b) Education settings guidance for completing the Local Offer questions
All education settings have a statutory requirement to meet the needs of children and young people with SEND covering 0-25 years. The answers to the questions need to explain clearly to parent carers, young people and other interested parties how this works at your setting. Some education settings have eligibility criteria it is important to make it clear when, how and by whom these are applied, as it may be that this happens at an earlier stage before you meet the family. This might be relevant for Q 7, 12 and 13.
(Please follow the guidance notes for more information about what to include under each of the questions) We would encourage you to answer as many of the questions as possible, however it is recognized that not all the questions are applicable to all settings.
Parents and Carers would like you to answer the following questions (Please be careful with your use of acronyms and/ or specialist terminology ensuring that you answers can be clearly understood by parent and carers):
1. How does your education setting know if children/young people need extra help?
Prior information from primary schools/ transition information. Through our Transition Programme with primary schools, the SEN Team and the Transition Manager gather detailed information about pupils. All SEND information is passed to the SENDCo, who then coordinated the provision for these pupils. The SEN team meets with pupils in their primary school; their class teachers and parents to gather as much information as is needed to ensure a smooth transition.
For students with SEND who transfer mid- term to Penketh High School, information about their needs is provided by their previous school and any support plans are shared with staff. Meetings with parents / carers are held, where possible, prior to the pupils starting.
The progress of all students is carefully monitored and this enables the identification of students who may require additional support / alternative provision.
Concerns can be raised by the teacher, parent / carer, other agencies or the pupil themselves.
There is a change in the childs behaviour, attitude or progress
The class teacher should be the initial point of contact for any concerns
The Learning Mentor/Head of House/SENDCo can also be contacted the school will respond to all parental concerns
2. What do I do if I think my child has special educational needs?
Contact the school at the earliest opportunity to raise your concerns. The class teacher is an initial point of contact to discuss learning barriers.
The SENDCo, Mrs Ogg can be contacted via telephone/direct email and a meeting will be arranged if required. The SENDCo will review the young persons progress , collate pastoral information and discuss the outcomes with you.
Parents Evenings and SEN drop in sessions are also held for parents /carers to seek advice and/or raise concerns.
3. How will the education setting staff support my child / young person?
Every member of staff is aware of pupils who require additional support; their learning plans identify the strategies that they will adopt to overcome your childs barrier to learning and help them to achieve their true potential. The SEN team works with staff so that they can implement strategies that are specific to your childs needs.
Each pupil with a Statement/Educational Health Care Plan will have a Personal Passport to success which will be written with relevant staff.
Some pupils may need more expert support from an outside agency eg Speech and Language, occupational therapy, Educational Psychologist. If this is needed a referral, with parental support, will be made to the appropriate agency. Following assessments, recommendations are made to the school, who will use these to write a programme of support. At all times parent and pupil opinion is asked for,
Learning Support Assistants and TAs are allocated according to need and provide in class targeted support.
intervention sessions in the Orchard Centre may be offered with a member of the SEN team, to target a childs specific need and barrier to learning
Seating plans highlight key information
Student Intervention Review meetings are held every term, where relevant staff meet to review pupil progress and the impact of support/intervention in place
The schools holds weekly Teaching and Learning sessions for staff; this is an opportunity to share good practice and discuss strategies that they have used in their classroom / setting to suppor the needs of students with additional needs.
Additional support before and after school provides homework assistance and practical lesson support assistance
Disability accessibility and support is through a designated TA allocated by our SENCo
Governors are involved in developing, monitoring and reviewing our SEND policy which is available on our website. They are kept up to date and knowledgeable about provision, deployment of funding, equipment and personnel resources.
Designated Provision: For pupils who are offered a place in our designated C and L provision, their educational programme will be overseen by our specialist teacher. A programme of inclusion will be designed to cater for each students specific needs. Staff will be in close contact with parents and carers to discuss these and agree these plans.
4. How will the curriculum at your education setting be matched to my child / young persons needs?
When a child has been identified as having Special Educational Needs, work will continue to be differentiated by the class teacher to enable them to meet the curriculum more easily.
All teachers will adapt their teaching of the curriculum and resources used to engage pupils and ensure they provide the opportunity for pupils to achieve potential outcomes.
Teaching Assistants/other teaching staff may be allocated to work with a child as part of a small focused group within a class and/or department to target more specific needs.
Additional liasion with parents during key decision making processes such as option choices at the end of year 8 this allows for an effective key stage transition
Intervention session maybe attended in the schools Orchard Centre
If a child has an EHCP, a Pupil Passport will be written. The child will contribute to their passport. This PP will have agreed targets on, that will be reviewed at agreed times with parents. The SENDCo will also liaise regularly with class teachers and Special Needs teachers. Parents will be involved in the planning and reviewing process.
If appropriate, specialist equipment may be given to a pupil to support their progress eg writing slope, talking tins, visual timetable, laptop etc
Designated Provision: the students are supported with personalised programmes which ensures that pupils access a broad and balanced curriculum.
5. How will both you and I know how my child/young person is doing and how will you help me to support my child / young persons learning?
Parents will receive progress review reports termly and can discuss the content with relevant staff.
All homework set is published on Show My homework, which can be accessed at home.
Each student has a planner which can allow communication between home and school.
Data tracking takes place half-termly to ensure barriers of learning can be identified and addressed.
Parents will be able to discuss their childs progress at Parent Evenings/SEN drop in sessions.
Through the tracking process and data collection, information will be sent to you as a report.
E mails, texts or letters may be sent home.
Appointments with the class teacher, Form Tutor, Head of House and/or SENCo can be made via email/telephone/pupil planner.
The class teacher, Form Tutor, Head of House/ SENCo may suggest ways in which you can support your child at home.
Any recommendations received from an external agency are discussed with pupils and parents.
Designated Provision: Staff contact parents as needed to ensure that the learning progress and emotional well- being of students is communicated between home and school. If concerns are identified school and home can work together to resolve them.
If a child has medical needs, relevant staff will meet with their health worker and a Care Plan and Risk Assessment is written and mutually agreed.
6. What support will there be for my childs/young persons overall emotional health and wellbeing?
At Penketh High School we have a team of staff to support the emotional health and well- being of every member of the school community.
Attached to each House is a Learning Mentor who offers pastoral support working closely with both parents and pupils.
Behaviour / Inclusion Support team
We have a Pupil Welfare Co-coordinator who works closely with our Learning Mentors, SENDCO and outside health agencies.
We have an on-site part-time trained counsellor whom pupils may be referred to for emotional related issues. In addition we have voluntary groups who offer similar support.
Form tutors
An attendance officer works closely with relevant pastoral staff in liaising with families to support pupils in attending school.
Safeguarding Team
Orchard Centre (our inclusion facility) Pupils can access identified classrooms within our Inclusion area before school and at break and lunch times. These areas offer a quiet zone for pupils to access support from Teaching assistants and/or focus themselves for the morning/afternoon ahead. This also allows for small group interaction away from the crowded areas.
Form classes for vulnerable/volatile pupils are currently lead by teaching assistants who offer emotional support with the daily routines of school and /or provide guidance and support for family and peer issues
Some aspects of Emotional Health and Wellbeing will be addressed in the curriculum content.
The school canteen is open prior to school starting allowing pupils to have breakfast and socialise with peers. Pupil premium pupils (pupils entitled to free school meals) are given a free breakfast
Social skill groups may be accessed on a needs basis. Such groups may be delivered by Teaching Assistants or SEN teachers.
Designated Provision:
7. What specialist services and expertise are available at or accessed by the education setting?
A Pupil Welfare Coordinator is based on site and referrals to this service are made on a needs basis.
The school also accesses various outside services including:
CAMHS
Vulnerable Pupils Unit- New Horizons
Relationships Centre
St Joseph Centre
Speech and Language
Occupational Therapy
Child Development Centre
LA safeguarding advice team
Social Services
Educational Psychologist
Hearing and Visually impaired (Local Authority)
School Health Advisor (Local Health Centre)
Specific Learning Difficulties Clinic (Warrington Hospital)
Voluntary Groups
Youth service
Warrington Peace Centre
8. What training are the staff supporting children and young people with SEND had or are having?
SENDCo, Designated Provision Teacher and some T/As have accessed various courses in teaching and supporting pupils with learning difficulties.
Mrs Parker Dyslexia Assessor July 2017
Some Teaching Assistants have accessed Speech and Language training (specific to pupil) Training for this is accessed on a needs basis
Some Teaching Assistants have accessed training for delivering social skills programmes Training for this is accessed on a needs basis
Some teaching Assistant have accessed training for supporting pupils who are visually/hearing impaired
Both SENDCos has achieved the accredited SEN National Award.
SENCo has and continues to access training for SEND reforms (delivered by Local Authority and/or NASEN) / attend local training sessions for SENDCos
Miss Woodward JCQ Specialist Assessor Course July 2017
Ms Ogg NPQML award June 2017
Relevant SEN training programmes have been used as part of school professional development INSET for Teaching Assistants and Inclusion staff.
9. How will my child/young person be included in activities outside the classroom including school trips and provision for access to Afterschool clubs?
We do our best to ensure that all activities are offered to all pupils though our support network in school. Activities, residential and school trips are available to all, however if it is deemed that 1:1. Risk assessments are written, which takes account the needs and requirements of all pupils - procedures are put in place to meet the needs of all pupils. If support is required, a parent / carer may be asked to accompany their child on the activity.
The Learning Resource Centre (library/computers) is available at breaks and after school.
After school learning is offered on an agreed needs basis.
Homework Club and other enrichment activities are offered within the Orchard Centre.
Designated Provision: We aim to fully include our children in all the activities that the mainstream school offers. We will work with staff and pupils to ensure that this runs as smoothly as possible .
10. How accessible is the education setting environment?
The school building has been adapted in some areas to accommodate wheel chair access. Lifts are accessible in some buildings.
Disabled toilets/changing areas can be accessed in some buildings on site.
Equipment/facilities are sought and adapted (where possible) to enable pupils to access learning and general school life.
Timetabled lessons are matched to rooms that take account of pupils individual needs.
Designated Provision: The designated provision provides a friendly and supportive environment which helps our students access a broad and balanced curriculum.
11. How will the education setting prepare and support my child/ young person to join the education setting, transfer to a new education setting or the next stage of education and life?
Parent/pupil visits are offered for those transferring schools (including mid-term transfers)
SENCo attends meetings for pupils at Primary School (includes Annual Review meetings, transfer of information)
Member of the SEN team meets with pupils (if required)
Additional visits offered for SEND/vulnerable pupils
Personal pupil visits offered (needs basis)
Transition Road shows (selected schools) delivered by transition manager
Primary pupils are given the opportunity to communicate with Penketh High pupils to share concerns etc (communication is monitored by transition manager and Primary teachers)
Pupil intervention work (if required) prior to starting at Penketh High
Summer school open to pupils (Usually in August prior to starting in September) organized by transition manager
Y5 Taster Days offered (selected schools) organized by transition manager
Y6 Master classes offered (selected schools) organized by transition manager
Peer mentors are assigned to Year 7 forms to act as buddies.
KS4 KS5: We are developing links with the local colleges who come into school to deliver information on academic and vocational courses.
Designated Provision: Once notified by the LA that your child has a place, the staff will implement a package of support to meet the needs of you r child. This might include a programme of visits to their current school and opportunities to try out sessions in the provision. The designated provision will work with parents and students to access appropriate pathways post 16
12. How are the education settings resources allocated and matched to childrens/young peoples special educational needs?
The SEN budget is allocated every financial year. The money is used to provide resources or additional support dependent upon need.
Resources may include deployment of staff depending upon need.
Some children with an ECHC plan will have an agreed personal budget to support them. Parents, school and health will work closely to ensure budgets are used to ensure the needs of the child (as outlined in the plan) are met.
Provision mapping will provide an overview of allocation of resourced intervention/support.
13. How is the decision made about what type and how much support my child/young person will receive?
Decisions are made following discussions with relevant identified staff; these may include SENCo, Assistant Principal, Personalised Learning Manager, class teachers and Head of House. Consideration will be given to advice from outside agencies (where appropriate).
Decisions are made as a result of pupil tracking/assessments and termly progress meetings and/or pupil review meetings. In addition assessment reports offered by outside agencies will be considered.
If a childs educational needs or emotional well-being changes other interventions will be put in place.
Designated Provision: The LA make the decision to offer a place at the designated provision. Once the school has been notified that a place has been offered, meetings will be held to discuss the support and educational programmed that will be put in place for your child. This will be reviewed regularly so that progress and inclusion can be ensured.
14. How are parents involved in the setting / school / college? How can I be involved?
We strive to have a strong working relationship with home and we recognize the importance of home / school liaison.
Parents are represented on the Governing Body.
Parents will be informed of our Penketh Charter which details the expectations of all stakeholders.
Parent forums/SEN drop in sessions can be accessed during the school year (refer to school website calendar).
Parents are encouraged to communicate concerns regarding schooling with relevant staff members
Formal review meetings are scheduled as part of the monitoring, assessment and reporting process.
Pupil Voice is an important way to gather the views of our learners
Designated Provision: Staff will contact home as needed to keep parents and carers updated on aspects of your childs learning journey.
15. Who can I contact for further information?
If the concern is subject based then the class teacher would be the first contact point.
If the concern is of a pastoral nature then the Learning Mentor, Form Tutor and/or Head of House would be the first contact point.
If the concern is in regards to your childs educational needs and barriers to learning, please contact the SENDCo Mrs Ogg
Telephone number: 01925 722298
Designated Provision teacher: Mrs S Parker [email protected]
Children and Young people would like you to answer the following questions (please answer these questions in a manner that you feel is appropriate for children and young people):
1. How does the education setting know if I need extra help?
We have information from your primary school
We might notice that you are finding the work difficult.
You might not be achieving what we would expect you to do.
Your behaviour and / or attitude might have changed.
You may have informed a member of staff about your worries/difficulties
2. What should I do if I think I need extra help?
Any adult in school will listen to you. Have a think about who you would feel comfortable talking to.
You may discuss your worries/difficulties with :
Form Tutor
Subject Teacher
Learning Mentor
Head of House
Your adult at home can also contact school and let us know how are feeling.
3. How will my course work be organised to meet my individual needs?
Staff will have the information that they need about you to help personalise your learning when they are planning. We will always differentiate teaching in the classroom to meet the needs of all students. Sometimes we might feel that some help in a small group or on a 1:1 with a teacher or TA might help you. We will always talk to you about why this is happening.
4. How will I be involved in planning for my needs and who will explain it and help me?
All children will get the chance to discuss their progress and targets with their class teacher. If you have an Education and Health Care Plan you will have a Pupil Passport, this is where we tell staff a little more about you, including what you like and find harder in the classroom.
5. Who will tell me what I can do to help myself and be more independent?
Your class teacher or other adults who help you will support you. You will be given the tools to help you become more independent this might include a visual timetable, key word vocabulary books, visual checklists, revision guides and/or adapted guidance sheets to prompt your ideas and understanding. Your planner is a really good way to help organise yourself.
6. What should I do if I am worried about something?
Talk to someone and share how you are feeling as soon as you can. You can talk to your Form Tutor, Subject Teacher, Learning Mentor, Teaching Assistant and/or Head of House however you may wish to talk to another preferred adult in school. You will soon know the rooms of your key members of staff but remember, anyone will listen to your worries. We want to help you to be happy and learn.
You can record worries/concerns in a log book/diary which you may choose to discuss.
7. How will I know if I am doing as well as I should?
You will have progress/review meetings with adults who teach/support you.
You will review your learning progress with you Form Tutor and/or subject teacher.
Your books will have feedback and next steps to support your progress
You will receive 4LP postcards to celebrate your success
We may use additional assessment tools to show you the small steps of progress you have made.
Any adult that helps you will inform you of your progress and how they have measured the progress made.
You can ask the adult you are working with to tell you how you are getting on.
8. How can I get help if I am worried about things other than my course?
Your Learning Mentor will be the first place to go as there is always someone there. There job is to help you overcome any emotional barriers that are preventing you from working to your full potential. They can also guide you to relevant staff who will support you with managing/overcoming other issues.
We can arrange for you to see the school nurse if needed.
Your form tutor is also there to help
9. Are there staff in school who have had special training to help young people who need extra help?
Mrs Walsh Pupil Welfare Coordinator
Mrs Kane Supporting well-being
Teaching Assistants (some) Sensory (hearing and visual) impaired training/Speech and Language training/Social communication training.
Mrs Ogg (SENCo)/Miss Woodward (SENCO) Mrs Parker (Lead Teacher of Provision for Cognition and Learning) Supporting pupils with barriers to Learning (specific and complex learning difficulties)
10. Can school staff get extra help from experts outside the college if they need to? (e.g. advice and training on medical conditions)
If any child has a medical condition the school will liaise with their parents and health professionals (where appropriate). Together we write a care plan and risk assessment (where required).
Sometimes children with medical needs may need additional support and school will apply to get CLASP medical from the LA
We can also get help and support from the School Nurse, Occupational Therapy, Speech and language, Educational Psychologist and CAHMS
11. If I have difficulty in taking part in school activities what different arrangements can be made?
1. How will I know who can help me?
You and your parents can talk to the class teacher, Learning Mentor or Head of House.
1. Who can I talk to about getting involved in student activities if I need extra help?
Any adult in school will help you. Usually if you need extra help we will already know about it and will have made the necessary steps to support you
1. If I have a disability or additional need how can I join in school activities? Is the building fully wheelchair accessible? Are there disabled changing and toilet facilities? Have there been improvements in the auditory and visual environment?
There are some accessible toilets and changing areas. The building is wheelchair accessible in some areas on the school site. Activities can be arranged in these areas (where appropriate).The visual and auditory environment will be reviewed and adapted on a needs basis (where appropriate).
12. What help is there to help me get ready to start college?
In year 11, your final year with us, a review will take place with the SENDCo and other key workers. During this review, you can talk about your next steps and any barriers or fears that you think might be there in the next phase of you r education. There will be lots of people to help you make this transition, including parents, school staff and any other external agencies. As long as your parents/ guardians give us the consent to do so, we will send over all your SEND information and access arrangements to your new setting.
13. I am coming to school to prepare for employment how will I be supported?
NA
1
Education provision Local Offer Template