Manor House School, Ashby -de la- Zouch
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Pastoral

Support For Learning

SEN Information Report

Summer Term 2018

 

 

To be read in conjunction with the Manor House School SEND & EAL policies which are available in the policy section of our website.

 

Parents may like to see the services offered by our local authorities, depending on where you live:

Leicestershire, specifically referred to as Leicestershire’s Local Offer:  https://www.leicestershire.gov.uk/education-and-children/special-educational-needs-and-disability

Derbyshire: http://localoffer.derbyshire.gov.uk/  or

Nottinghamshire: http://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/localoffer.page?localofferchannel=0

 

 

Identification of pupils with specific learning needs

 

All pupils, including EYFS, are referred to the Support for Learning Co-ordinator by both staff and parents. Pupils are also able to refer themselves if they feel they are having problems. Each identified pupil has an individual pack put together by our SENCo.  Pupil Profiles include details of a child’s learning difficulties, strategies for staff to support learning and input by each pupil themselves. Parents receive a copy of their child’s Pupil Profile and are invited to comment and add further advice if necessary. Staff are encouraged to add into the Pupil Profile further guidance and strategies which have worked well for pupils in their subject area.  These are then shared with all staff when Pupil Profiles are updated and distributed at least termly on INSET days. Half termly meetings are arranged to discuss progress of pupils,  with parents and pupils present, as appropriate.

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If a pupil requires further assessment from an outside agency, parents will usually discuss options with the SENCo before making their choice. Following any assessment, a copy of the report will be used by the SENCo to update the Pupil Profile and inform staff accordingly.

 

Our aims in addressing Special Educational Needs are that:

  • all varieties of SEN are addressed
  • all children, including those with SEN will reach their full potential
  • special educational needs are identified early
  • children are considered as having special needs if they have a significantly greater difficulty in learning or have a disability which prevents or hinders them from making use of educational facilities
  • children having this provision achieve greater results, confidence and enjoyment in their school work and school life
  • maximum access to the mainstream broad and balanced curriculum
  • the knowledge, views and experiences of parents are considered vital; partnership leads to early identification of SEN
  • the wishes of SEN children themselves should be taken into account in decisions where appropriate
  • time limits should be set for assessments, statements and reviews
  • there is a need for co-operation between all agencies involved in the teaching and learning of any child
  • there is co-operation between specialist teachers (including therapists), relevant educational psychologists and class teachers to enable the child to transfer what they have learned in the specialist lessons to their mainstream class work.
  • to prevent any discrimination or bullying in regards to special educational needs 

 

 

 

Mrs. Atkinson is the Support for Learning Co-ordinator at Manor House School and she is following a course to become a qualified SENCo. 

 

 

Contact details:        hatkinson@manorhouseashby.co.uk; amessent@manorhouseashby.co.uk Tel 1530 412932

 

The role of our SENCo (and Learning Support Assistants)

The Special Educational Needs Coordinator (SENCo) is responsible for:

  • the day to day operation of the school’s SEND policy
  • maintaining the SEN register and overseeing the SEN records on pupils with SEN and keep these up-to-date
  • liaising with and advising fellow teachers and teaching assistants, arranging training as appropriate and required 
  • coordinating the provision for children with SEND
  • liaising with external agencies including, CAMHS, Educational Psychologists, Speech and Language Therapists, Occupational Therapists and others as required
  • liaising with the staff responsible for teaching children with SEND
  • giving classroom teachers suggestions to assist them when teaching children with SEND
  • teaching small groups to assist with class differentiation
  • monitoring the provision of SEND and advising the Headteacher on action needed 
  • taking responsibility for the purchase and organisation  of special resources
  • keeping up to date with developments in the ways of identifying and providing for children with SEND and disseminating information to colleagues as appropriate
  • informing colleagues of changes to legislation and organising the updating of staff training and sessions at INSET.
  • evaluate the effectiveness of provision

 

 

 

 

In all cases, parents and staff are contacted and consulted.  Meetings are then held where evidence and data is discussed regarding the next stage for the pupil. These meetings are held to ensure that all pupils are able to access the curriculum and reach their full potential.  Close liaison with all concerned is a vital key with good communication links being at the heart of this work. Regular meetings between staff and parents are held to review progress and address any further issues and concerns.

 

Pupils who have been recognised as having additional learning needs may be able to benefit from one to one teaching sessions with the support staff. Particular areas of concern will be targeted and strategies shared with both staff and parents, in order to support each individual pupil’s progress. If a pupil requires 1-1 intervention lessons, this will be with the agreement of parents. For some pupils these sessions may take place during form period, morning break and/or lunchtime in order to cause the least disruption to learning. We have support and resource which include those for dyslexia, dyspraxia, social, emotional and communication resources, life skills and organisation. Teachers provide highly differentiated work where necessary and individualised programs of work are set up for those who are struggling with a particular subject. Learning support assistants are assigned to lessons where support is needed most. Specialist equipment is put in place for those who need it and this is also done in conjunction specialist services, where appropriate, for example hearing, visual, occupational therapy and speech and language therapy.   

 

 

Teaching staff, Learning Support Assistants and Teaching Assistants receive a folder containing the Learning Support Record and Pupil Profiles, which are in place for all pupils who are on the record. This folder is used to inform planning for lessons and how support will be directed in the classroom, in order to maximise inclusion. Class teachers are expected to adapt the curriculum to make the curriculum accessible for all pupils in our care. Classroom observations include details on how identified pupils are learning.

 

When required, pupils are withdrawn from learning a second language to receive individual sessions aimed where literacy, numeracy or other specific areas identified in their pupil profile are developed with the pupil. Occasionally, but rarely a pupil will be withdrawn from all language lessons.

 

Transition from junior to senior school is smooth as the pupils move up they already know the surroundings as we are all in one building. The pupils know all the senior school staff and this makes for a smooth transition. For pupils who join the senior school we have trail and transition days so that both the pupils and teachers get to know the pupils, meetings are arranged with the parents and SENCo and all relevant information is passed on and plans to support the pupil when they transition to our school.

 

At Key Stage 4 all pupils follow a guided curriculum having had an individual careers talk with the headteacher where they are given career and option advice. The pupils are prepared for transition to the next stage of education and information is passed on to the receiving schools or colleges.  

 

 

 

 

Monitoring and Evaluation

 

Pupil Profiles can be adapted and changed at any time during the academic year, based on any further guidance received. New details can be easily added to the Learning Support Folder if required.

 

Annual reviews for pupils with a Statement of Special Educational Needs or Education Health & Care Plan, are held within the time frame expected and involve all concerned.  Outside agencies are always invited and are often represented.

 

Progress of identified pupils is monitored by the SENCo, in liaison with the member of EMT responsible for the year group. Further guidance, support or intervention is discussed with all concerned and implemented accordingly.

 

The SENCo attends all parents’ evenings in order to discuss progress and address any parental concerns.  In addition, regular meetings are also ongoing at the request of both parties, as and when required.

 

 

Staff Training

 

Training usually takes place at the start of each term, with regular sharing of information in the daily briefing.  Since 2015 this has included guidance on the new Code of Practice, changes from IEPs to Pupil Profiles, training from the Leicestershire Hearing Impaired Service and some staff have completed the Level 1 Making Sense of Autism training, delivered by a teacher from the Leicestershire Autism Outreach Service. Two Learning Support Assistants then continued to Level 2 Developing Good Autism Practice.  Regular LSA support meetings are held with the SENCo providing support and guidance.

 

 

Access Arrangements

 

Access arrangements are organised by our Exams Officer in liaison with the Support for Learning Co-ordinator, in order to ensure the most recent and relevant details are included in applications to the exam boards.

 

Further details are available by contacting the school office enquiries@manorhouseashby.co.uk  

or Mr. Messent directly on headteacher@manorhouseashby.co.uk

 

Acrobat SEN Information Report

 

 

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