Our Local Offer for Special Educational Needs and/or Disability:

2020-2021

Our Local Offer for Special Educational Needs and/or Disability:

2020-2021

Name of School or Setting

Crompton House Church of England School

Type of School or Setting

Church of England Academy

Specific Age range

11 to 18 years

Number of places

Currently over subscribed

1624 on roll in 2021

Which types of special educational need do you cater for?

In line with the Code of Practice (2014) the school recognises that there is a continuum of need and a continuum of provision; which may be made in a variety of different forms. The school recognises that SEND covers a wide range of needs including educational, mental, emotional and physical. It also recognises that all teachers are teachers of pupils with SEND.

Our school currently provides additional and/or different provision for a range of needs, including:

· Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties

· Cognition and learning, for example, dyslexia, dyspraxia,

· Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),

· Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy

· Moderate/severe/profound and multiple learning difficulties

On entry to Crompton House School the pupils are divided into three bands (C, H and S),

these consist of pupils of roughly equal ability based on the analysis of data from new intake information, including Key Stage 2 teacher and test assessments and cognitive ability tests (CATs). All pupils are then placed into sets for English, Geography, History, RS, Maths, PSHE, Science and Modern Foreign Languages. It is the usual practice that those pupils who have been identified through the new intake information/CAT tests as having SEND are placed in band S of the timetable grouping, and that if possible an additional set, known as the access group, be created within that band to allow better pupil teacher ratio. The access group has the same teacher for Mathematics and English. Pupils within the access group do not study a modern foreign language and this time is used to facilitate extra English lessons with the aim of ‘closing the attainment gap’. This strategy is designed to help the transition from KS2 to KS3 for the most vulnerable pupils. Pupils have the facility to move up or down sets in given subjects according to particular abilities or weaknesses and are thus able to find their appropriate level within any individual subject. In Technology, Art, Drama and Music pupils are placed in mixed ability groups and given plenty of opportunity to work with peers of different ability levels. Pupils in years 9, 10 and 11 are setted as above in two bands for all compulsory subjects. For optional subjects, where numbers allow the creation of more than one set, pupils are setted accordingly to ability.

This document is a written account of the implementation of the school’s policy for SEN. It meets the requirements of the 2014 SEND Code of Practice (page 106 (para 6.79) guidelines for publishing information.

This report is organised into sections that provide information on how the school’s SEN policy is implemented. It includes answers to questions commonly asked by parents.

This space is to tell the LA about specific specialist support or provision you have at your school:

Please describe any bespoke/informal resource provision/hubs

We have an Inclusion HUB as a base for our SEND students.

We also have 22 Teaching Assistants.

We run a range of intervention and extra curricular clubs at lunchtime and afterschool.

We work closely with a range of external agencies to provide support for students with all 4 categories of SEND.

Please describe any formal SEND Resource Provision you have

NA on site.

Please describe any send/inclusion spaces; what they look like, how they are staffed, specialist teachers

The HUB is staffed by our HLTA continually and is

We also have a classroom for our Access Students to be taught by both the SENCo and Assistant Senco

Please describe any teachers with qualifications in certain primary needs

Kate Heywood – NASENCO Award

Marie Newell – NASENCO and Specialist teacher for pupils with Spld. Mrs Newell also has the CPT3A Certificate in Psychometric Testing and Access Arrangements – Level 7

Please outline any specific provision or training that would enable your school to meet the SEND of particular groups

We have an ongoing training schedule.

Are there any particular gaps in provision you feel you need support with

All of the below is example wording and should be tailored to meet the needs of your school or setting.

Questions from the Parent/Carer’s Point of View:

Identification

How will you know if my child or young person needs extra help?

Early identification of specific needs and difficulties is central to our ethos and is addressed through close co-production with children, parents and professionals. Initial concerns can arise in a number of ways, including via parental concerns, staff observations or concerns raised by other professionals. When a concern is raised, the SENCO will become involved and initial baseline assessments will be carried out. The SENCO might, if necessary, approach other professionals for specific support.

There is regular assessment of all pupils and a child is only identified as SEND if adequate progress has not been made after all the relevant interventions/adjustments and good quality personalised teaching has been put into place.

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

· Is significantly slower than that of their peers starting from the same baseline

· Fails to match or better the child’s previous rate of progress

· Fails to close the attainment gap between the child and their peers

· Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

To make sure we identify those pupils as soon as possible, we have different ways of sharing information and concerns.

These include:

· When considering additional needs, we consider the whole child and will look at the child’s learning, social, emotional and mental health, general well-being, independence and engagement, and preparation for adulthood.

· Regular Informal/formal discussions with the Class Teacher, SENCO and Headteacher about pupil’s progress in each class during which we identify any pupils who are not making expected progress.

· Swift informal discussions with children, parents, teacher and SENCO where initial concerns are raised.

· This includes, talking to the pupil and listening if they say they need extra help or have worries.

· And, talking to parents and listening to their concerns or worries.

· As a staff, we share any concerns about progress or concerns about a pupil’s general well being.

· Talking to parents and listening to their concerns or worries.

· Talking to the pupil and listening if they say they need extra help or have worries.

· When a concern is raised, it might be appropriate for the SENCO to liaise with any other professionals such as

· health professionals. speech therapists, paediatrics or school nurse.

· If the child has recently transferred, we will talk to any previous school or any prior education setting the pupil may have been at.

In the SENCO’s capacity, their extended role provides time for wider ‘SEND’ based work and flexible times to speak with and meet parents.

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

· The teacher’s assessment and experience of the pupil

· Their previous progress and attainment and behaviour

· Other teachers’ assessments, where relevant

· The individual’s development in comparison to their peers and national data

· The views and experience of parents

· The pupil’s own views

· Advice from external support services, if relevant

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

What should I do if I think my child or young person needs extra help?

If you think your child needs extra help you should:

· Initially raise your concern with your child’s Head, Assistant Head of Year.

· The Head of Year will collate information from all of the class teachers to formulate a holistic view of the student. If class teachers and Heads of Year feel more specific support is required, then they will refer to the Special Educational Needs Coordinator (SENCO) who will then arrange to discuss concerns further with the child, parents and staff / professionals involved.

· Discussions will help identify any specific needs for the child and from this, provision to then help the child overcome potential barriers; as each child is an individual, support will differ from child to child, relevant to their likes, dislikes, what works and does not work for them.

It is critical that the pupils and their parents are actively involved, and so where there are concerns, the school must inform parents. In order to follow the principles of the Code of Practice this can be done through a person centred conversation. It is essential that the pupil’s aspirations are sought, as these may not necessarily coincide with others’ aspirations for them. Adopting a person centred approach is about listening and acting on what has been heard. It is about co-production and equalising power. It’s not about ‘telling’ which is disempowering but about ‘asking’.

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

· Everyone develops a good understanding of the pupil’s areas of strength and difficulty

· We take into account the parents’ concerns

· Everyone understands the agreed outcomes sought for the child

· Everyone is clear on what the next steps are.

If relevant, the SENCO might discuss the involvement of other professionals with you.

Where a pupil is identified as being at SEND support, school will take action to remove barriers to learning and put effective special educational provision in place. This SEND support should take the form of a four-part cycle (assess, plan, do, review), through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent reviews and more specialist expertise in successive cycles in order to match interventions to the SEND of the pupil.

Assess:

This needs to be a clear analysis of pupils need and will involve:

Subject teachers’ assessment.

Experience of the pupil, previous progress and attainment as well as information from the school’s core approach to pupil progress, attainment and behaviour (Progresso).

Views and experience of parents.

The pupil’s views.

Where appropriate advice from external support services.

Liaison with health or social services where they are involved to inform assessments.

Plan:

Based on the information gathered from the assessment, and in consultation with the parents and child, staff and SENCO there will be an agreement reached about:

The outcomes sought for the pupil based on the information and assessments to date including the child’s response to earlier intervention.

The evidence based adjustments, interventions and support to be put in place.

The expected impact on progress, development or behaviour.

Date for review.

These will be written up in a plan using person centred approaches. The plan will state the agreed actions, which will be put in place, who will be responsible and when it will be reviewed.

Parents/carers will be:

Made aware of their child’s needs and the outcomes sought.

Made aware of the support being provided and any teaching strategies or approaches that are required.

Outcomes are a clear description of what the pupil will be doing at a specific point of time in the future. They may be steps to aspirations and must be specific, measurable, achievable, realistic, relevant and time limited (SMART).

Do:

The subject teachers will remain responsible for working with the pupil. Where the intervention group or 1:1 teaching is away from the class or subject teacher, they will still retain responsibility for the pupil. The teacher will work closely with any teaching assistants or specialist staff involved to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO will support the subject teacher in the further assessment of the pupil’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

Review:

A review, using person centered principles, will take place on the agreed date and will explore:

The effectiveness of the interventions and support.

How the plan will be revised in light of the progress made and whether there needs to be any change to the outcomes and support.

Parents and pupils’ views are regularly taken into account through review meetings.

Staff views are taken into account through SEND link meetings and audits of support staff.

As part of the process it may be identified that it would be useful to ask for further assessments and or interventions from specialist services. Information from these services will then inform the assess, plan, do, review cycle. As the information grows about a pupil it will be summarised within an SEND Support Plan. This is a document, which is co-produced, and pulls together information from a variety of sources including person centered reviews, as well as assessment information from other professionals and parents. The SENCO will be responsible for maintaining and updating support plans.

Requesting an Education, Health and Care Assessment

For some pupils, quality teaching, together with appropriate differentiation will be sufficient to enable them to make the required progress towards the outcomes identified. For other pupils, additional SEND support from within the school is sufficient. However, for a small minority of pupils, as the understanding of their needs develops it may become apparent that in order to achieve the identified outcomes the interventions and support required are above what could be reasonably expected for a school to deliver from within their internal resources. At this stage the school will request a formal assessment for an Education Health and Care Plan and a multi-agency, common assessment framework (CAF) meeting will take place. Although the school will usually request a formal assessment for an EHC Plan, parents or others can make this request. The assess, plan, do, review cycle carries on to monitor the progress of the pupil and change interventions and support as necessary.

You can contact the SENCO directly by making an appointment with the school office or emailing j.robinson@cromptonhouse.org.

Where can I find the setting/school’s SEND policy and other related documents?

· Please visit our school website https://www.cromptonhouse.org/

· Under the ‘About the School’ tab, click on SEND and catch up premium’. You will find the school’s SEN policy and other relevant information

· SEND based ‘news items’ and information about the Oldham Local Offer are posted here on the website too.

Teaching, Learning and Support

How will you teach and support my child or young person with SEND?

· We are an inclusive school and aim to provide a learning environment which will meet a wide range of different needs, alongside a curriculum based around ‘real life learning.’

We aim to enable pupils with SEN to engage in activities available to those in the school who do not have SEN.

· Pupils with SEND are actively encouraged to participate in extra-curricular activities; which helps to foster integration and gives pupils an opportunity to participate in other aspects of school life.

· All pupils are encouraged to go on our residential trip(s) to Colomendy (year 7) and Swanage (year 10).

· All pupils are encouraged to take part in sports day/school plays/special workshops, etc.

· No pupil is ever excluded from taking part in these activities because of their SEN or disability. Where necessary specialist Teaching Assistants have undergone Lifting and Handling Training for our students who are wheelchair bound.

· The House system fosters formal and informal integration. For pastoral/tutorial purposes in all years, pupils are placed in tutor groups with mixed ability pupils and given plenty of opportunity to work with peers using a wide range of skills.

· High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

All staff at Crompton House School are aware of the need for all pupils to have access to a broad, balanced and differentiated curriculum. Departments provide resources to meet the needs of all the pupils they teach. They use differentiated materials and different teaching and learning styles. On the whole support is given to pupils with SEND through smaller classes, or in-class support. On occasions SEND pupils need a modified curriculum and will be withdrawn from certain subjects.Comment by K.Newell: I know that this happens however I would suggest we remove as we don’t want it to be advertised

At Crompton House School, differentiation is recognised as a 3-stage process;

i.Setting teaching objectives.

ii.Linking objectives with appropriate teaching styles, materials and organisation.

iii.Utilising enabling and extension strategies

Personalisation of teaching and learning is about discovering and acting on what is important to the person and the best way that they are able to learn. It is a process of continual listening and learning, focusing on what is important to the pupil in order to facilitate the best possible educational outcomes.

· In addition to high quality teaching, if your child (after barriers have been identified) is struggling to make progress a SEN Support Plan will be co-produced between the child, parents, teacher and SENCO, and will outline the appropriate support to be provided.

· SEN Support Plans help to further advise the teacher in ensuring a fully inclusive environment, addressing specific teacher-based provisions that can take place.

· All ‘enhancement’ intervention is based on proven, high impact programs, and we aim to do ‘little and often’ i.e. daily support as much as we can.

· Enhancement support might include: Meet and Greet, Social Communication workshops, Support of Teaching Assistants in lessons, Peer Mentors.

· For Cognition and learning support: Individual reading programs, Reading clubs, Lexia, Specialist Math’s and English Interventions. Access arrangements, Homework Club.

· For Communication and interaction support: specific social supports e.g. social stories and comic strip conversations, speech and language care plans,

· For Social, Emotional and Mental Health: Art Therapy, Craft Club, Film Club, TOG Mind, Wellbeing group.

· For Sensory and physical support: we provide sensory breaks and resources, follow physio or Occupational Therapy plans and work with known professionals e.g. specialist Occupational Therapists, Developmental Football.

· The school works proactively with professionals to ensure specialist support and advice is sought as appropriate.

· In the school we have a wide range of expertise and skills, which support the teaching, learning and support for pupils with SEND across the school day.

· We adapt learning across the curriculum to meet individual needs and support for each child, at any one time, is different than that of others. Sometimes a pupil will need a very personalised approach to learning across the school day, other pupils will need learning differentiated to meet their needs whilst still providing challenge.

· Planning for SEND pupils is done by the individual class teachers and includes quality first teaching

· All students on SEN support or with an EHCP plan have a designated key worker.

· Parents are invited to meet with the SENCO or a member of the Inclusion Team three times a year to discuss provision and impact.

· Additional adults or key people are used flexibly across the school and may be in a class to support individual or groups of pupils or may be supporting pupils during playtimes and lunchtimes. They might also be undertaking specific intervention and support key to individual need.

· Our aim is to develop the pupil’s independence across all areas of learning and the school day.

How will the curriculum and learning environment be matched to my child or young person’s needs?

We make the following adaptations to ensure all pupils’ needs are met:

· Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.

· Adapting our resources and staffing

· Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.

· Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

· Adapting the curriculum through differentiation of work is the responsibility of the classroom teacher through high quality first teaching.

· Teachers know their children well and for those children identified as SNQFT, SEN Support or in receipt of and EHCP, teachers know individual’s strengths and areas of need well and communicate with them both informally and through person-centred reviews to ensure they know what works well, and doesn’t work well, for each child.

· The SENCO and Inclusion Team ensure that all relevant information and updates are emailed to teaching staff and uploaded on the confidential school portal.

· As an inclusive school we all work within the school curriculum and we adapt the learning environment to ensure all pupils can access their learning at an appropriate level. This may mean that learning and the school environment is differentiated or personalised to meet specific needs, it may mean that specialist equipment or adaptations are put in place or that the learning is differentiated to account for individual specific needs.

· The level and type of support differs from child to child; some children benefit from use of I Pad’s to record their work in differing ways. Other children might be supported by visual prompts.

· In many cases, we seek professional advice from other agencies, such as Speech Therapists, Occupational Therapists and Educational Psychologists help us match the curriculum and learning environment to a pupil’s needs.

· The SENCO monitors the progress and attainment of pupils on the SEN Register alongside their class teacher at least termly.

How are the setting, school, or college’s resources allocated and matched to children or young people’s needs?

· The Head Teacher decides on the budget for special educational needs in consultation with the school Governors.

· The Head Teacher and the Business Manager regularly review the special educational needs across the school and make changes if they are needed.

· The Head Teacher and Business Manager strategically manage the SEND budget. The budget and its allocation are regularly reviewed over the year to meet any changes in pupils needs or resources available.

Delegated funding from the ESFA and Oldham LA is used to meet the needs of pupils with SEND at Crompton House School. Funds are also received for SEND pupils who are from outside the Oldham area.

At Crompton House, a pupil’s individual needs are met through the following funds:

i.Money from Age Weighted Pupil Units is used for classroom differentiation. It enables schools to deliver a broad, relevant and differentiated curriculum to all children, including pupils with SEND.

ii.Additional “low cost, high incidence” SEN funds are used for pupils identified as

requiring SEND Support. Funding is used for additional differentiation and classroom support and may be used for extra support or withdrawal.

iii.“Top up” funding is additional funding for children with an EHC Plan and is calculated

on an individual child basis. It is used to provide special educational provision to

meet the child’s special educational needs.

· A proportion of the SEND budget is used to support class-based provision and the SENCO and Senior Leadership Team ensure that quality first teaching uses available provision, guidance and support for learners with SEND.

· It is expected that teachers effectively manage physical resources to support individual children e.g. sloping boards, coloured overlays, pencil grips, timers and IT programmes.

· A proportion of the budget is allocated to enhancement provision additional to that of classroom support including staff training and high quality intervention programmes.

· In some circumstances, additional support is required through specialist personnel e.g. therapists.

· The school follows the Oldham LA guidelines in applying for an EHC needs assessments requests or Early Years funding.

How is the decision made about what type and how much support my child or young person will receive? Who will make the decision and on what basis?

· When a pupil is first identified as requiring significant additional support, parents will be invited to meet with the class teacher and possibly the SENCo.

· When a child is identified as requiring additional support, their outcomes and provision will be coproduced between the child, their parents and the school team. The school staff will share with the child and family the support / provision that can be implemented each cycle for the child.

· On occasions, this might involve other professionals e.g. speech therapists or educational psychologists.

· During the meeting, the desired outcomes for the pupil will be discussed, along with how these might be achieved.

· The child’s views remain at the centre of all communication and coproduction between pupil, parent, SENCO and class teacher then shapes future support for the child.

· The school has a wide range of expertise and understanding about the type of support a pupil may need; if there are any differences of opinion about the support a pupil needs to achieve the agreed outcomes then parents will be encouraged to discuss the matter with the school’s SENCo or Head of School, or indeed other professionals e.g. SENDIASS.

· All resources, training and support are reviewed regularly, and changes made as needed.

· Where a pupil’s needs are more complex, consideration will be given to making an application for an EHC needs assessments requests with a view to acquiring an Education Health and Care Plan (EHCP). During the needs assessment, the school, working alongside the family, will provide information to the Local Authority who will then determine the exact extent of the child’s needs and provide appropriate top up funding to ensure appropriate provision is in place.

How will equipment and facilities to support children and young people with SEND be secured?

· The school offers a range of facilities and resources to children. The needs of children can alter day by day, and as such it is the role of the class teacher, in conjunction with the SENCO, to ensure that up to date and relevant resources are available to meet the needs of each child.

· The Inclusion HUB also has a central bank of resources available to staff as required.

· If any specialist equipment or facilities are required then, where possible, this will be met from within the SEN budget, for example a writing slope, specialist pen or access to alternative technologies.

· Where specialist equipment or facilities are required that the school does not already have, then the school will review the equipment or facilities needed with the pupil, parent and any specialist agency, such as a Teacher of the Deaf, Occupational Therapist or the Physical Disabilities Team. This may then be met by the school budget or may form part of the provision within an Education, Health Care Plan.

How will you and I know how my child or young person is doing and how will you help me to support their learning?

· Our school sets high expectations of accelerated progress on all learners alongside securing their emotional health and wellbeing.

· Each child’s progress is continually monitored by the class teacher and it is formally reviewed by the Inclusion Team and SENCo once every Term..

· The SENCO continually monitors the progress and support for pupils with special needs and if she is concerned about any aspect of your child’s progress, she will contact you to discuss it.

· Where individual children’s needs are more complex, then staff might have daily contact with the family to ensure consistent support.

· In addition to the school cycle of parents’ evenings, for pupils on the SEN Support and who have EHCP’s, person-centred review meetings are scheduled termly. In these reviews, the child, parents and school staff involved review the impact of the child’s Support Plan and use collaborative discussion to plan next steps.

· In addition to these person-centred review meetings, the SENCO actively encourages ongoing informal liaison with parents which is fluid in time and approach as per parental preference e.g. scheduled or ad hoc meeting / face to face, telephone call or email communication.

· Pupils with an Education Health and Care plan will have a formal Annual Review each year. Interim Reviews can be called at any time if it is felt that the child’s needs have changed significantly.

· If you are worried or have any concerns at any time, then you are encouraged to make an appointment / get in contact with the SENCO.

· If the class teacher or SENCO has any concerns or worries during the year, then they will contact you either by school communication book or by phone call.

· When a pupil first comes to school or has perhaps had a challenging time, individual daily face-to-face feedback may be needed for a short time.

· All pupils receive a short report twice a year and the opportunity to attend parents evening.

How does the setting, school or college consult with and involve children and young people with SEND in planning and reviewing their education?

· We encourage a person-centred approach for pupils with SEND in all aspects of work and liaison.

· We encourage the active participation of pupils in all aspects of their learning and wider support.

· We have a Pupil voice (School Council) which meets regularly.

· All SEN Support and EHCP students have an individual pupil profile sheet which reflects their pupil voice on what works well, the support they feel they need and what is important to them. This is uploaded for all teaching staff on the confidential sharepoint portal.

· Individual SEN & EHCP Support Plans are based on what the pupil, parents and school collectively feel is important for the child in their next cycle of support.

· Within any person-centred review, we discuss what we love and admire about the child; what is working well / makes a good day for them; what is not working well / makes a bad day for them. It is these views which commence any person-centred review.

· SEN & EHCP Support Plan review comments aim to collate the views of the child, home and school (as well as other professional) in ascertaining success and next steps.

· In all 1:1 and group work, support staff explicitly discuss with children their thoughts on provision and what the child likes / feels is working about the specific support.

· Through our marking policy we identify areas of progress and areas that need further development. The pupils are given time to read and respond to the comments as part of the marking policy.

· Across the year we talk individually to all pupils about their learning and plan next steps with them.

· We ask pupils about their learning and how they learn best, which is often key to reaching the learning outcomes that have been agreed.

How does the setting/school/college assess and evaluate the effectiveness and sufficiency of its arrangements and provision for children and young people with SEND?

· The class teacher is responsible for monitoring the day to day progress of a child against desired outcomes and in ensuring the effectiveness of support and enhancement intervention.

· We encourage a person-centred approach for pupils with SEND in all aspects of work and liaison. This includes in the evaluation of support.

· We encourage the active participation of pupils in all aspects of their learning and wider support.

· In evaluating any provision, the SENCo will take account of the views of (as relevant): the child, the class teacher, the support staff involved with the child, parents, outside agencies, Head of School, and only with these views collated is provision assessed.

The Designated Teacher/SENCO will meet with the Line Manager annually in the spring term to review, evaluate and revise the Special Educational Needs and Disability Equality Scheme/Accessibility Plan and if necessary the school policy for the forthcoming year. The effectiveness of the SEND Policy is assessed by Performance Indicators, which measure the success of its implementation. These include:

Appropriate assessment of SEND pupils at KS3, KS4 and KS5.

Effective identification of children with SEND both on transition and within school.

Review of expenditure of funds received for pupils with SEND.

That the implementation of the school’s policy for pupils with SEND is reported to parents on an annual basis.

A report will be made to the school’s governing body at termly intervals through the Headteacher’s Report and annually on review of the policy. The revised policy document will then be presented to the Governors for further review and ratification.

Support is assessed informally as needs arise and formally in person-centred reviews.

· Within any person centered review, we reflect upon what we love and admire about the child; what is working well / makes a good day for them; what is not working well / makes a bad day for them. It is these views which commence any person-centred review.

· We plan the support for SEND pupils with SEN Support Plans and EHCP’s through a Provision Map which is includes indications of the cost of each intervention.

· Using all of the above, the success of any intervention or support programme is monitored closely, to ensure that they are both effective and good value for money.

· The Assistant Headteacher maintains an overview of the schools provision through meetings with the SENCO once a fortnight.

· The SENCO reports Termly to the Governing Body.

Keeping Students Safe and Supporting Their Wellbeing

How do you ensure that my child or young person stays safe outside of the classroom?

· We follow the schools Safeguarding Policy and take the safety and well-being of our pupils very seriously.

· We aim to ensure that every child in our school feels safe and secure and knows that they are looked after both by their peers and adults in school.

· The above is discussed with children in SENCO sessions as well as through informal and ongoing communication between staff and pupils.

· Information about pupils with SEND is appropriately shared with key adults in the school to ensure that staff know how to keep individuals safe.

· We aim to include all pupils in all aspects of the school day and the curriculum. Some pupil’s need a more personalised approach and need extra support at different times of the day. These children might be designated a key member of staff to ensure they are safe across the school day.

· Some pupils will have more complex difficulties or medical needs and may need a named key person outside the classroom, this may include, for example, a personalised meet and greet session each day and a debrief at the end of the day.

· We carry out risk assessments for all off site activities and residential visits. If we feel a pupil needs extra support to ensure his or her safety and well being, we will carry out an Individual Risk Assessment, which we will share and discuss with parents. This may then mean, for example, an extra named person is included on the trip.

· Students with complex medical needs have an individual risk assessment in conjunction with discussion from professionals.

· We have a matron on site during school hours.

· There is always a first aider included as part of the staff team for all off site activities.

What pastoral support is available to support my child or young person’s overall well-being?

· Our school ethos is to nurture all pupils. And we recognise that pupils with SEND may experience a range of social and emotional issues.

· The class teacher has overall responsibility for the pupils in their class; sometimes a pupil with special needs may need extra support and a key person or mentor maybe chosen to fulfil this role.

· We have an Emotional and Wellbeing Champion within school.

· The views of the child and family will be sought in providing any intervention or support.

· Where a child needs specific emotional support, we can also offer meet and greet, buddy systems and other personalised support.

· We seek advice from other agencies such as CAMHS, educational psychologists and Oldham Health Services.

· We have a School counsellor 3 days a week in school for any targeted intervention needed for low to middle level emotional and social development needs.

· All Pastoral staff in school are fully trained in mental health First Aid to help aid any students emotional and social development.

· The school operate a peer mentor system for any students.

· Information in the school library is available for all students from year 7-13 on emotional and social development.

· The PSHE curriculum available to all students has lessons on mental wellbeing and resilience.

· Students attend year group and whole school assemblies on raising awareness of mental health and wellbeing and the external agencies that are available to ask for help.

· Bespoke course for all students in each year group on managing stress, anxiety and becoming resilient.

· The school has Mental Health support Teams who come into school from TOG mind on a Thursday and Monday to help students with low level behaviours of social and Emotional development to help prevent continued and further escalation.

· Pastoral staff are trained and use the CORE YP measuring tool for students social and emotional development in order to measure impact.

How will the setting, school or college manage my child or young person’s medicine or personal care needs?

· The school follows our Managing Medicines Policy.

· As per the school policy, if medication is prescribed by the Doctor you will need to fill in a medicine request form the relevant request form at Reception and medication will then be provided by a member of staff will give it. In line with the school policy.

· If your child has a longer-term medical condition, or requires more specific supervision, then in line with the Supporting Pupils with Medical Needs Policy, in consultation with parents and relevant professionals, an Individual Healthcare Plan will be written.

· This might, for example, be required after a specific operation or procedure, for severe asthma, for epilepsy or severe allergies.

· We have an onsite nurse/matron to support students and to administer medication. all medication required is stored on site along with emergency medication in accordance with medicine management policy. 

· Where specialists are involved, school will work closely with them to ensure relevant needs are met and regularly reviewed e.g. school nurse, epilepsy nurse.

· We work closely with the School Nurse and if medication needs to be taken over time in school, then after discussion with the school nurse, parents and staff an Individual Healthcare plan is agreed and put in place.

· Where required, staff have yearly training on the administration of Epi pens and seek extra training needed to address any other specific needs that a pupil may have (for example epilepsy, use of hearing aids).

· We have regular staff updates on any medical conditions affecting individual pupils so that all staff are aware of their particular needs.

· Medical updates are recorded on CPOMS and relevant staff are alerted to ensure that all staff are aware of current medical needs.

· It is recognised that some children may require support for toileting issues; school staff will liaise with families to support any toilet training programmes followed at home.

· We might seek the advice of the School Nurse with families consent if appropriate.

· Where Intimate Care is required, the school policy will be shared with the family, and if needed, the Personal Care Plan completed. Parents are expected to supply the school with any equipment, nappies and spare clothes etc.

· Any medical information is treated sensitively by school staff.

· A member of the Senior Leadership Team will be first point of contact for medical information and will co-ordinate and share information on the child with relevant agencies. They will also ensure that information is passed through as the child moves to the next year group.

· If a pupil needs any personal care then a Personal Care Plan will be developed with the support of parents and medical professionals, such as the continence service. Where possible the pupil’s views will also be shared.

· We review all Personal Care Plans regularly to ensure we respect a pupil’s privacy and dignity.

· We would ask parents to inform school if a pupil has time off for medical appointments and we will record this absence as ‘medical’.

· We have trained First aiders whose training is regularly updated. There is list posted of First Aiders available at the school.

· There is always a first aider included as part of the staff team for all off site activities.

What support is available to assist with my child or young person’s emotional and social development?

· Our school ethos is to nurture all pupils. And we recognise that pupils with SEND may experience a range of social and emotional issues.

· The class teacher has overall responsibility for the pupils in their class; sometimes a pupil with special needs may need extra support and a key person or mentor maybe chosen to fulfil this role.

· We have an Emotional and Wellbeing Champion within school.

· The views of the child and family will be sought in providing any intervention or support.

· Where appropriate, social / emotional support is available through appropriately trained members of our support staff; we can offer, for example, Resilient Classrooms, Cool Connections and Art Therapy, as part of wider range of support.

· Where a child needs specific emotional support, we can also offer meet and greet, buddy systems and other personalised support.

· We seek advice from other agencies such as CAMHS, educational psychologists and Oldham Health Services.

· We have a School counsellor 3 days a week in school for any targeted intervention needed for low to middle level emotional and social development needs.

· All Pastoral staff in school are fully trained in mental health First Aid to help aid any students emotional and social development.

· The school operate a peer mentor system for any students.

· Information in the school library is available for all students from year 7-13 on emotional and social development.

· The PSHE curriculum available to all students has lessons on mental wellbeing and resilience.

· Students attend year group and whole school assemblies on raising awareness of mental health and wellbeing and the external agencies that are available to ask for help.

· Bespoke course for all students in each year group on managing stress, anxiety and becoming resilient.

· The school has Mental Health support Teams who come into school from TOG mind on a Thursday and Monday to help students with low level behaviours of social and Emotional development to help prevent continued and further escalation.

· Pastoral staff are trained and use the Coreyp measuring tool for students social and emotional development in order to measure impact.

What support is there for behaviour, avoiding exclusions and increasing attendance?

· We have a positive approach to supporting and developing good behaviour.

· Our Behaviour Policy can be found on our website www.cromptonhouse.org

· Incidents of poor behaviour and bullying are logged on school systems.

· Safeguarding concerns are logged on CPOMS

· We recognise that challenging behaviour is not a special educational need, but we also recognise that some pupil’s additional needs mean that their behaviours may need extra support and understanding. Parents are involved in identifying and discussing specific issues and SEN Support Plans may be written to identify, support and set targets.

· If there is a risk of exclusion, parents are fully included in all aspects of the process and outside agencies will be contacted for advice.

· Pastoral staff are well trained to support families through the Early Help route.

· Attendance is monitored daily. Where a pupil with special education needs has poor attendance, we would seek to discuss this with the parents.

Working Together & Roles

What is the role of my child or young person’s class teacher?

The role of the class teacher is:

· To have overall responsibility for children’s learning and well-being.

· To deliver quality first teaching and adapt it to meet individual pupils needs using the areas of strength and specific need for each child

· To check progress across the year and identify where additional help or support may be needed.

· To discuss with the SENCO any extra additional help a child may need.

· To plan with any additional adults or key people the implementation of any extra support or intervention.

· To listen to specialist advice such as SAPSS and adapt teaching and learning as advised.

· To be the first point of contact for parents.

· Has overall responsibility for pupils learning and their day-to-day well being in school.

· To ensure the School’s SEND policy is followed in their classroom.

Who else has a role in my child or young person’s education?

· The Head Teacher

· The Head of School

· SEN Director

· The SENCO

· Key worker or a Learning Support Assistant may have a role depending on the pupils needs at the time. Pupils may work with different adults throughout the day.

· Outside agencies may have a role. These might be: Speech and Language Therapists, Educational Psychologist, School Nurse, Sensory and Physical Support Service, Occupational Therapists, Physiotherapists and Oldham LA.

How does the setting, school or college ensure that information about a child’s SEND or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that child?

· The school uses a shared portal, and CPOMS to record all information about pupils SEND and medical needs which can be accessed by relevant members of staff.

· The SENCO, Head of School, or other member of staff will alert staff to updated information via CPOMS alerts.

· A information sheet will be created for every child on the SEN Register which outlines the following: The Special Educational Needs of the child, Strengths, Areas for development, External Agencies involved, successful strategies to be used with the child, Comments about behaviour for learning, targets for the year ahead.

· These information sheets are shared with the relevant staff in the shared portal.

· Staff are regularly updated about any significant changes to provision through staff meetings and through formal and informal discussions.

· Each child with an EHCP will also have a Pupil Voice document and a Provision Map. These are also shared on the shared portal for the relevant staff.

What expertise is available in the setting, school or college in relation to SEND?

· The school has a wide range of expertise and skills to support pupils with SEND.

· An experienced SENCO with over 15 years’ experience of teaching and supporting students within the school. The SENCO holds the NASENCO (National Award for SEN) and has substantial experience at management level across various schools. Our Assistant SENCO has over 20 years’ experience within the Inclusion Department, holds the NASENCO and is also a specialist teacher of Dyslexia. Mrs Newell also has the CPT3A Certificate in Psychometric Testing and Access Arrangements – Level 7

· All our teachers have qualified teacher status and all staff receive regular training on how best to support pupils with SEND.

· The school have links with independent Speech and Language Therapists and Occupational Therapists, as well as service level agreements with Oldham LA.

Which other services do you access to provide for and support pupils and students with SEND (including health, therapy and social care services)?

Support and advice are sought and implemented from whatever external agencies are necessary to ensure any barriers to success are identified and responded to.

In the last 12 months, we accessed support from:

· Educational psychologists

· Specialist Teacher for the Hearing Impaired

· Specialist Teacher for the Visually Impaired

· Child and Adolescent Mental Health Services (CAMHS)

· School Nurses

· Speech and Language Therapy Services

· Community Paediatrician and other relevant specialist medical consultants

· Occupational health

· Physiotherapy

· Education Attendance Service

· Epilepsy Nurse

· Social Care (Social Workers and Family Support Workers)

· Oldham SEND Team

Who would be my first point of contact if I want to discuss something?

· The first point of contact is the class teacher or the Pastoral Team.

· If your child already has a designated key worker, you can also contact them directly.

· If required, the class teacher will refer to the SENCO who will, in turn, discuss with the child, families and agencies to support as required.

· For direct contact with the SENCO; an appointment can be made by contacting Julie Robinson at j.robinson@cromptonhouse.org or by emailing the SENCO directly via k.heywood@cromptonhouse.org

· Who is the SEN Coordinator and how can I contact them?

· The SENCO is Kate Heywood. You can contact via email on K.Heywood@cromptonhouse.org.

How will my child or young person be supported to have a voice in the setting, school or college?

· Pupil voice is very important and valued in our school. It is fundamental to our ethos around supporting pupils with SEND.

· We have Pupil voice questionnaires and a School Council.

· The SENCO and the Inclusion Team complete these specifically to gain pupil voice from pupils with SEND across the school.

· Support staff work closely with pupils ensuring that children have the chance to regularly discuss their views and support. Pupils thoughts and view are used to evaluate enhancement provision in addition to any ‘hard’ data.

· Children are encouraged and expected to attend review meetings, even if in specific cases, this is just at the start of a meeting to share their thoughts and opinions.

· We formally record the pupil’s and parents’ thoughts as part of each SEN Support Plan cycle, and before each Annual Review; these discussions forms part of the official review process through their key worker.

What opportunities are there for parents to become involved in the setting/school/college and/or to become governors?

We encourage parents to be actively involved in the school. For example by:

· Joining the Parent Teacher Association

· Being a ‘Parent helper’ in schools for examples in the form of volunteering to support extra curricular activities.

· Parents are encouraged to attend Parent Information Evenings in school/

· The school website keeps parents in touch with events in school, as well as regular parental newsletters and emails.

· Parent governors sit on the governing body and when their term of office expires, details of how to stand are advertised in the school newsletter.

What help and support is available for the family through the setting, school or college?

· The school actively encourages parents to discuss any concerns that they may have at the first opportunity. The class teacher, SENCO, Head of school and Executive Headteacher are all happy to discuss the needs of your family; simply make an appointment to meet the member of staff you require through the office.

· The SENCO and school office are happy to support in completing any paperwork that might be relevant to families

· After discussing your concerns the school may signpost you to other organisations, such as POINT (SENDIASS)

· If any of our pupils are entitled to transport to school we would liaise with parents, taxi drivers / escorts and the transport co-ordinator team on a regular basis

Inclusion & Accessibility

How will my child or young person be included in activities outside the classroom, including trips?

· Enrichment activities are widely available to all children, for example choir performances, sporting events, swimming, dance shows and art competitions.

· We aim to include all pupils in all aspects of the school inside and outside the classroom.

· Some pupils need a more personalised approach and need extra support for different activities outside the classroom.

· We carry out risk assessments for all off site activities and residential visits, to ensure that everybody’s health and safety will not be compromised.

· If we feel a pupil needs extra support to ensure his or her safety and well-being, we will carry out an individual risk assessment, which we will share and discuss with parents. This may then mean, for example, an extra named person is included on the trip or a more personalised approach to the activity or trip.

· Activities may be adapted to ensure that your child is fully included.

How accessible is the setting/school/college environment?

Is the building fully wheelchair accessible? No

Details (if required)

No Access to first floor of Clegg Block and 6th Form Block. Restricted access to Admin Block

Are disabled changing and toilet facilities available? Yes

Details (if required)

Do you have parking areas for pick up and drop offs?Yes

Details (if required)

Do you have disabled parking spaces for students (post-16 settings)? No

Details (if required)

The schools accessibility plan can be found on the schools website. Our practice is and policy adheres to the Equality Act 2010.

Where translation is needed to support parents understanding of English, we will endeavour to support this through use of translation services.

Transition

Who should I contact about my child/young person joining your setting, school or college?

· Please contact our Transition Team Transitionteam@cromptonhouse.org for information regarding admissions.

How can parents arrange a visit to your setting, school or college? What is involved?

· Parents are encouraged to visit the school and should ring the school office to make an appointment with the Transition Team or SENCo.

· We also offer a range of open days, intake evenings, transition visits and meetings for Year 7 starters.

· In addition to this, we have Fun and Friendship Days for our SEND students.

· We also have a Level 3 Teaching Assistant who oversees and supports transition of SEND students.

How will you prepare and support my child or young person to join your setting, school, or college and how will you support them to move on to the next stage, or move on to adult life? (as applicable for setting)

Transition can be a difficult time for both your child and the family.

· If your child is moving to another school we will:

· Endeavour to contact the new schools SENCO and share information about any special arrangements which have been in place to support your child’s learning and inclusion.

· We will transfer all records about your child as soon as possible.

· When we know your child is joining our school we will:

· Meet with parents, Head of School and SENCO where a child has SEN to ensure key information is shared.

· We will to discuss your child’s needs and plan together how we can best meet your child’s needs and make the transition to school successful.

· We will liaise with all the early years or previous school settings and may put in place extra visits with key workers. To ensure that any previous information or paperwork is transferred.

· Meet with you and anyone else who can help prepare and support your child’s move to our school.

· Where appropriate transition sessions might be planned prior to starting at school.

· We may decide together that we need an inclusion plan.

· For higher level of needs, we might work to a Transition Plan to personalise the level of transition and provision required.

· We aim to work in partnership with parents and any other agencies sharing information to ensure that your child’s needs are identified and met during transition.

· We will hold new starters evenings Year 7 parents and hold new starter sessions for pupils.

Additional Information

What other support services are there who might help me and my family?

The School SENCO is Kate Heywood

E-mail address; k.heywood@cromptonhouse.org

Please look at Oldham LA’s Local Offer for further information about the support services available to help you and your family

https://www.oldham.gov.uk/info/200368/children_and_young_people_with_special_educational_needs_and_disabilities

When was the above information updated, and when will it be reviewed?

This report is updated annually and was last updated January 2021

Where can I find the Oldham LA Local Offer?

Oldham LA Local Offer can be found at; https://www.oldham.gov.uk/info/200368/children_and_young_people_with_special_educational_needs_and_disabilities

What can I do if I am not happy with a decision or what is happening?

The class teacher is the first point of contact for families.

If the class teacher is unable to help, then a member of the Senior Leadership Team can be contacted, e.g. Head of School, SENCO.

If a parent is unhappy with the provision that we are making for their child then you should initially approach the class teacher or the school special educational needs coordinator (SENCO)

If this does not resolve the problem then the parent should speak to the Head teacher.

The Governors endeavour to ensure that the majority of possible problems or concerns regarding a pupil’s Special Educational Needs are always dealt with efficiently and satisfactorily in co-operation with parents. To this end, problems of a general nature should in the first instance be referred to the Special Educational Needs Co-ordinator.

More complex or difficult problems should be addressed to the Head Teacher.