SEN Information

SEN Information

Special Educational Needs (SEN) Information Report September 2017

 

Driffield School & Sixth Form

Special Educational Needs and Disability Provision

School Information Report

Policy last updated: September 2017  |  Next review date: September 2018

Faye Warren, SEND Coordinator

 

Special Educational Needs and Disability Provision at Driffield School & Sixth Form

Driffield School and Sixth Form is part of the Education Alliance

Our Values & Vision Statement:

Valuing Learning, Valuing Each Other

 

How we support pupils with special educational needs or disabilities:

We strive to work in partnership through innovation, creativity and challenge to endeavour that pupils at Driffield School and Sixth Form will become successful, motivated citizens

Driffield School and Sixth Form is an inclusive secondary school which provides for students aged 11 to 19.

The SEND department is located in West Annexe. Students with special educational needs and disabilities access West Annexe for intervention and support from the SEND team.

During recreational times, SEND students are able to access West Annexe and the SEND team as a safe haven in which to socialise and complete home learning.

sen2

 

Which Special Educational Needs (SEN) does Driffield cater for?

The SEN Code of Practice 2014 outlines four areas of need of special educational needs and disabilities. The four broad areas of need are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties and Sensory and Physical Needs. This means that whatever needs a pupil has, the characteristic of their needs can be placed into one or more of the aforementioned areas.

At Driffield we provide support for students with the following needs:

Moderate Learning Difficulties (MLD)

Specific Learning Difficulties (SPLD)

Social Emotional and Mental Health (SEMH)

Speech, Language and Communication Needs (SLCN)

Autistic Spectrum Disorder (ASD)

Pathological Demand Avoidance (PDA)

Oppositional Defiance Disorder (ODD)

Hearing Impairment (HI)

Visual Impairment (VI)

Physical Disabilities (PD)

 

How does Driffield ensure that pupils who need extra help are identified early?

Pupils are identified as having special educational needs through a variety of methods:-

  • Pupil performing below age expected levels
  • Upon entry to Y7, students complete CATS, reading and spelling assessments
  • Concerns raised by parent
  • Concerns raised by teacher, form tutor or House Team and discussed in Triage, for example behaviour or self-esteem is affecting performance
  • Consultations between subject teachers, the SENCO and members of the leadership team where progress data is discussed
  • Analysis of data collected through termly data drops
  • Year 6 transition programme and links with Primary SENCOs
  • Liaison with external agencies e.g. Educational Psychology Service
  • Health diagnosis through a paediatrician
  • Liaison with previous school or setting, if applicable                                                                                                                                                                                                                                                                                                                                                                         
  •             sen3If you think that your child may have special educational needs – talk to us.We pride ourselves on building positive relationships with parents and carers.We are open and honest with parents and hope that they are able to be the same with us.

 

How will Driffield School & Sixth Form support my child?

All pupils have Wave 1 intervention which is quality first teaching. Teachers deliver differentiated lessons with differentiated tasks and resources. Different learning techniques are employed in lessons – auditory, visual and kinaesthetic. The teacher has the highest possible expectations for the pupil. Teaching and learning is supported by a programme of drop-ins and observations.

Pupils who do not make expected progress at Wave 1 will receive Wave 2 intervention. A “catch up” programme is delivered by subject departments, which includes interventions such as additional teacher support at break, lunch, after school, meetings with pupils and parents. Wave 2 interventions include reading and numeracy programmes. In addition, students can access an ELSA (Emotional Literacy Support Assistant) support programme for social and emotional support and behavioural support from the pastoral team.

Pupils who require support which is additional to and different from Wave 1 and Wave 2, will receive Wave 3 intervention. This is recorded on the Seating Planner so all teachers can easily identify students with additional needs. Wave 3 support can be:

Small group literacy intervention delivered by an English teacher

Small group numeracy intervention delivered by a maths teacher

Foundation Learning in Year 11

Small group dyslexia intervention

Small group dyscalculia intervention

Small group communication and interaction intervention

Teaching assistant support within mainstream lessons

Exam access assessments

Physiotherapy programmes

 

One page profilesen6

Wellness Recovery Action Plan

My SEN Support Plan

 

 

 

How does Driffield School provide additional support for children who have special educational needs and/or disability?

  • TA (teaching assistant) support
  • HLTA (higher level teaching assistant) support
  • Safe haven identified
  • Safe staff identified
  • Home-school liaison book
  • Reasonable adjustments to behaviour policy
  • Reasonable adjustments to isolation procedure
  • PEEP (personal emergency and evacuation plan) in place as required
  • Support from external agencies and professionals
  • Exam access arrangements
  • Signposting to local offer and events within the East Riding

 

How does Driffield School judge if the intervention has had an impact?

 All students on the SEN register have either a one page profile, a SEN support plan, a statement of SEN or an Educational Health and Care Plan (EHCP). These plans are reviewed a minimum of 3 times per year. The pupil and the parents/carers are involved in the assess, plan, do, review cycle, in which a pupil-centred plan is developed and subsequently reviewed. The plan supports the pupil in achieving his/her aspirations. A copy of the plan is issued to parents/carers and the plan is shared with all teaching staff and attached to SIMS (student registration).

The SEND team tracks pupil progress on a provision map. This details the interventions used, the baseline assessment upon entry to the intervention programme and termly assessments. This provision map is shared with and monitored by the SENCO who reviews the impact of interventions.

Subject teachers are requested to provide the SENCO and parents/carers with up to date information regarding progress and attitude in all subject areas. These feed into the SEN support plan.

Pupils may be taken off the SEN register where they make sufficient progress.

The SENCO liaises with the pastoral team, the lead for attendance and the lead for behaviour to track additional information, for example, attendance, praise and reward, behaviour and exclusions.

 

How will Driffield School help me to support my child’s learning?

  • Each pupil is provided with a school planner. Information between home and school can be communicated via the planner.
  • There is an after school club for which there is an after school bus service on allocated days – see following link. https://twitter.com/driffieldsch?ref_src=twsrc%5Etfw&ref_url=http%3A%2F%2Fwww.driffieldschool.net%2Findex.php
  • The SENCO and the pastoral team can offer advice and practical ways you can support your child at home.
  • If your child is on the SEN register, they will have a one page profile or a SEN Support Plan. This plan will have individual outcomes which will be discussed with you on a termly basis. You will be issued with a copy of this plan. The outcomes are SMART (specific, measureable, achievable, realistic, time scaled) and pupil-centred, with the expectation that the pupil will achieve the target by the time it is reviewed. Resources will be allocated according to need.
  • If your child has complex special educational needs or a disability, they may have a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP), which means that a formal meeting will take place annually to review your child’s progress with a minimum of 2 further meetings.
  • Where necessary, external agencies will be involved in the assess, plan, do, review process. Recommendations from these agencies will be shared with you so that strategies can be implemented at school and at home.

 

What specialist services and expertise are available at or accessed by the school?

  • The SENCO has completed the National Award for SEN Coordination and works in collaboration with the Trust Director for SEND and SENCO colleagues within the Trust.
  • The school has a SEN manager who works closely with the SENCO.
  • The school has 3 Higher Level Teaching Assistants (HLTA).
  • The school has 2 specialist ELSA workers who support and deliver interventions for students with social, emotional and mental health difficulties.
  • The school has 3 Teaching Assistants in the English department, 1 Higher Level Teaching Assistant and 2 Teaching Assistants in the maths department and one Teaching Assistant in the Science department. These Teaching Assistants support SEND students in lessons and deliver interventions within these subjects under the guidance of the teacher.
  • The school has Teaching Assistants attached to each year group who support students in learning throughout the academic year.
  • Qualifications and training held by the SEND team include: a postgraduate certificate in inclusion and vulnerable learners, a postgraduate certificate in special educational needs, post graduate certificates in the identification and teaching of dyslexia, specialist training in Asperger’s, attachment disorder, dyslexia and dyspraxia, haemophilia, diabetes, Duchenne Muscular Dystrophy, lifting & handling, Makaton, City and Guilds qualifications in Learning Support.
  • All SEND staff have completed safeguarding training.
  • The school offers careers advice to pupils.

·         We also work closely with any external agencies that we feel are relevant to individual pupil’s needs within our school. These may include: GP, School Nurse, Clinical Psychologist, Paediatrician, Speech & Language Therapist, Occupational Therapist, Educational Psychologist, Autism Specialists, Hearing Impairment Specialist Teacher, Visual Impairment Specialist Teacher, Sensory & Physical Teaching Service (SAPTS), the Behaviour Support Service, the Child and Adolescent Mental Health Service (CAMHS), Early Help, Youth, Family and Support Services (YFSS) Social Services and Education Welfare Officer (EWO).

 

Special Facilities – How accessible is the school?

  • The fabric of the school has been modified to allow access to most ground floor areas to those with a physical disability, particularly students with a wheel-chair. This includes ramps, hand rails, automatic doors, disabled toilets and electric hoists.
  • All new construction accommodates disabled access to other floors via a passenger lift and similar adaptations are gradually being made to the older buildings. This includes a recently installed platform lift in North Building to enable access to the first floor.  Equipment is available from the Local Authority to facilitate wheel-chair access to higher floors.
  • All new buildings (Performing Arts and ACE Centre) fully comply with current building regulations to meet the needs of disabled users.
  • Kerbs, posts and any other trip hazards have been brightly painted to aid access to the school site for visually impaired students.
  • The school has a purpose built physical management room and visual impairment support room.
  • Most curriculum areas have access to specialist equipment, such as adjustable height tables, perching stools and writing slopes.
  • There are currently 14 ‘Soundfield Systems’ installed within the school for students with significant hearing impairment. This includes one installed in the main examinations hall. 3 mobile ‘Soundfield systems’ are available to loan from the Student Services team.
  • The school is continually working with the Local Authority to improve facilities and accessibility.
  • The SEND team has a substantial amount of ICT equipment available for use by individual students in support of their special need.
  • The school has an Accessibility Plan:    http://www.driffieldschool.net/index.php/information/schoolpolicies

 

How does Driffield School ensure that all the staff are trained and supported to meet a wide range of children’s needs?

  • Whole school training for staff delivered by specialist teachers.
  • Specialists provide bespoke training for SEND staff eg. The Brain Injury Service, Sensory & Physical Team, Educational Psychologist.
  • The SENCO has completed the Post Graduate SEND Diploma.
  • The SENCO and the SEN Manager attends Local Authority and Educational Alliance SEND network meetings.
  • Whole school CPD regarding quality first teaching.
  • All staff are required to complete safeguarding training.
  • Lesson drop-ins with SEN focus.
  • Rigorous Performance Management Programme.
  • Weekly SEN updates to all staff by the SENCO.
  • The SENCO attends and meets with parents/carers at the Head Teacher’s Surgery.

 

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

 

  • We have a positive approach to behaviour management with a clear Behaviour for Learning policy that is followed by all staff and pupils. We are an inclusive school and we make every effort to include all pupils in learning. We also provide a “safe haven” in West Annexe for pupils at break and lunch times.
  • The attendance of every child is monitored on a daily basis by the pastoral team and the attendance officer. The school has valuable input and support from the Education Welfare Officer to promote attendance.
  • To support behaviour, the pastoral team use a tiered behavioural report system. Pupils are monitored on behaviour report. Where necessary, the pastoral team will open a CAF to identify and enlist external support. Following any serious behaviour incidents, pupils may be placed in isolation. This is a fixed period of isolation from mainstream lessons.
  • After any serious behaviour incidents parents/carers will be informed about what has happened. We would then expect the child to reflect upon their behaviour with you; this helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
  • Pupils exhibiting persistent inappropriate behaviour will have to attend a behaviour panel meeting, at which behaviour targets will be set.

 

How will my child be able to contribute their views?

We value and celebrate each pupil’s views on all aspects of school life.

Pupils are identified and invited to attend the School Council. The role of the School Council is to voice ideas and suggestions about school life at Driffield.

In addition, school prefects are enlisted to guide and support younger students, support extra-curricular activities and be a visible presence in whole school events.

A panel of pupils is involved in the interview process for the recruitment of new teaching staff in school. This panel has the opportunity to question candidates and feedback to the interview team.

The views of students with a support plan, a statement of special educational needs or an education, health and care plan are sought throughout the assess, plan, do, review cycle. These views may be expressed in the form of a one page profile.

SEND pupils have the opportunity to meet with SENCO/SEN manager and express their views via Pupil Voice.

 

How are the governors involved and what are their responsibilities?

 

  • There is a SEND Governor.
  • The SENCO reports to the Governor regarding the progress of pupils with special educational needs or disabilities; this report does not refer to individual pupils and confidentiality is maintained at all times.
  • There is a good balance between challenge and support from the Governors.
  • SEND Governor responsibilities include:
  • keeping the Governing Body up to date on all issues relating to SEN
  • reporting annually to parents on the school’s SEN policy including allocation of resources from the school’s devolved/delegated budget.

 

How will my child be included in activities outside the classroom including day and residential trips?

  • Throughout the academic year a series of educational trips and visits are timetabled. This information is published on the school calendar.
  • The school aims to offer children a broad and balanced curriculum that promotes their spiritual, moral, cultural, mental and physical development, and prepares them for adult life. The school’s Head teacher and governors recognise the value and importance of learning outside the classroom, and encourage staff to organise educational visits that enrich the curriculum and enhance the learning and development of our students.
  • Every effort is made to ensure that school journeys and activities are available and accessible to all who wish to participate, irrespective of special educational or medical needs, ethnic origin, gender or religion.
  • The school offers a wide range of educational visits, such as:Theatre and museum visits, geography, history and science field trips, residential stays at Spiers Bank House, Alpine ski trips, world Challenge expeditions to various locations around the world.
  • All pupils are encouraged to support charity events. Charity events are organised by pupils.
  • Each year, the PE faculty organises a sports day. In addition, there are a number of sports clubs open to all students throughout the year – cricket, swimming, football, rugby, hockey, netball.
  • The drama department in school presents school productions and spectacles throughout the year. All pupils are encouraged to be involved in these extra-curricular activities.

 

How will the school prepare and support my child when joining the

school or transferring to a new school?

  • We encourage all new pupils to visit the school prior to starting with us. Upon entry to school, pupils will complete a series of induction assessments to determine their academic ability.
  • For children with special educational needs or a disability we may facilitate a phased transition to help your child to acclimatise to their new surroundings. We would also visit them in their current setting if appropriate.
  • When children are preparing to leave Year 6 and to enrol at secondary school, we arrange a Y6 transition visit for pupils with special educational needs. This allows students to become familiar with their new setting, to make contact with new pupils, to meet the SEND team and teachers, and to reduce anxieties about transition.
  • Parents/carers are invited to meet with the SENCO during the Y6 transition evening.
  • For students who have a Statement or an Education, Health and Care Plan, we will endeavour to attend annual reviews and be involved in the assess, plan, do, review cycle.
  • We use social stories with children to help explain and prepare them for any major transition as well as other strategies advised by the previous educational provider.
  • We host an open evening for Year 5 and Year 6 students at the start of each academic year.
  • We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • If your child has a Statement or an Education, Health and Care Plan and is changing to a new school we will, whenever possible, arrange a review meeting with relevant staff from the receiving school.
  • We work with the SEND team in colleges across the East Riding to support transition.

 

How are parents/carers involved in school life?

  • Parents/carers of pupils with special educational needs are invited to attend at least 3 reviews per academic year as part of the assess, plan, do, review process.
  • Parents/carers are invited to attend parent’s evening throughout the academic year. This provides the opportunity to meet with subject teachers.
  • Options evenings are held to allow parents/carers and students to discuss options and pathways with subject teachers in Year 9. These events are supported by the SEND team.
  • Driffield School works in partnership with parents/carers. Parents/carers can arrange appointments to see the pastoral team or key workers in school.
  • Parents/carers of pupils with special educational needs are asked to complete a service questionnaire and are asked to make contributions towards whole school training regarding SEND.
  • Parents/carers of pupils with special educational needs are asked to contribute the family views. This is an important aspect of the annual review of a statement or an educational, health and care plan. It also is a required element of the SEN support plan.
  • In line with the requests of parents/carers of children with SEND, Driffield School is in the process of launching coffee mornings for parents and carers to share their experiences.

The SEN policies at Driffield School relate to and meet the requirements of the new SEND Code of practice effective from 1st September 2014. To provide an improved compliant set of policies we are committed to co-producing them with the parents, families, children and young people in our school community. http://www.driffieldschool.net/index.php/information/schoolpolicies

 

Who can I contact for further information or to discuss a concern?

  • The first point of contact would be your child’s Form Tutor to share your concerns.
  • You can also communicate with the House Team.
  • If required, you can arrange to meet with the SENCO/SEN Manager.
  • Refer to the Local Offer on the East Riding Local authority website:

            http://www.eastridinglocaloffer.org.uk/

  • SENDIASS (Parent Partnership) information can also be found on the East Riding Local authority website. If you feel that you would like support in meetings in school, the Parent Partnership Service will advise you and attend meetings, where necessary.

 

Who should I contact if I am considering whether my child should join the school?

Information in alternative formats

If you have a disability and would like to receive information in an alternative format, please contact Faye Warren (SENCO) – fwarren@driffieldschool.org.uk

 We can supply this report:

  • as an electronic document with enlarged type sent by email or supplied on a disc,
  • a printed copy on non-white paper,
  • a printed copy with enlarged type.
  • Other formats may be possible. We will do our best to respond.

This plan was completed in September 2017 by the SENCO and will be reviewed annually.

Driffield School & Sixth Form

Manorfield Road

Driffield

YO25 5HR

Tel: 01377 253631  

email: office@driffieldschool.org.uk

Trust Director – Jo Donkersloot (jo.donkersloot@southhunsley.org.uk)

Deputy Head/Inclusion Lead – Deborah Dalton (ddalton@driffieldschool.org.uk)

SENCO – Faye Warren (fwarren@driffieldschool.org.uk)

SEN Manager – Tina Potter (tpotter@driffieldschool.org.uk)

Medical Officer – Fiona Green (fgreen@driffieldschool.org.uk)

For any further information about the SEND Team at Driffield School contact office@driffieldschool.org.uk