The Local Authority is committed to all pupils, regardless of their specific needs, making the best possible progress in their educational setting which, wherever possible and with the agreement of the family or the young person, will be in a mainstream setting.
All Peterborough’s schools have a similar approach to meeting the needs of pupils with special educational needs and disabilities. Maintained schools have access to a range of professional services provided by the Local Authority which include the Educational Psychology Service, the Autism Outreach Service, the Sensory Support Service and the Specialist Teacher for pupils with ADHD.
Academies and Free Schools within the city also have access to these services though the funding mechanisms differ to those in place for maintained schools.
An inclusive school may offer the following ‘additional and different’ arrangements to support children with SEND. This provision is over and above ‘Quality First Teaching’ which is the entitlement for all children.
Children/ Young People in school will get support that is specific to their individual needs. This may all be provided by the class teacher or may involve:
- Advice and support from the School’s Special Educational Needs Co-ordinator and other members of staff within the school.
- Staff who visit the school from the Local Authority central services such as the Educational Psychologist, Specialist Teachers for autism, ADHD or from the Sensory Service (for students with a hearing or visual need).
- Staff who visit from outside agencies such as the Speech and Language Therapy (S<) Service.
The chart on page 2 provides some general information about the different approaches, interventions and professionals who may be involved where children present with different levels of difficulty and complexity.
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Note of any additional considerations e.g. Looked After Child/English as an additional language / Child in Need/ Child Protection |
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EHC Plan
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Highly Specialist |
Where a child or young person’s needs are highly complex and require a bespoke placement or highly individualised long term arrangements. |
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Specialist |
Special Schools for children and young people with long term complex needs. These are supported by a range of outside professionals. |
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Co-ordinated Plan |
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SEN SUPPORT |
Targeted Specialist
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Enhanced resource bases located in mainstream schools. Specialist support from a range of professional services such as Autism Outreach, Sensory Support, Educational Psychology, Occupational Therapy, Physiotherapy. Consultation, Intervention advice and training. Pupil Referral Units. |
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Targeted
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Class teacher in receipt of advice and support from the Special Educational Needs Coordinator. Involvement of professionals from outside the school (e.g. educational psychologists, speech and language therapists, paediatricians) through consultation, assessment and training. Evidence based interventions and child specific approaches in place and reviewed. |
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Universal Targeted |
Quality first teaching. School’s best endeavours. Differentiated curriculum. Class teacher in receipt of advice and support from the Special Educational Needs Coordinator. Evidence -based interventions run in class and in small groups (plan, do, review cycle). Personalised learning. Consultation. Training. |
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Universal |
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A GUIDE TO OUR PROVISION AT KEN STIMPSON COMMUNITY SCHOOL
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Identification of SEND at our School |
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Our school identifies children/ young people with special educational needs/ disability (SEND) by |
KS2 Results, Baseline assessments on intake (English, Maths, Reading) – Referrals from teachers, parents, students and other outside agencies. |
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We encourage you to raise your concerns by |
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Our school has specialist provision for children/ young people with |
We fully support inclusive education. |
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Support for your Child/ Young Person |
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The education plan for your child/ young person will be explained to you and overseen by |
Tutor. |
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Staff who may be working with your child/ young person are |
Tutor, Subject teacher, Head of Faculty, Teaching Assistant, Student Support Officer, Head of House, Learning Mentor, Intervention Assistant, Restorative Justice staff |
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We monitor the effectiveness of our SEND arrangements/ provision by |
Monitoring academic progress of students half termly.
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The roles and responsibilities of our governors are |
To oversee the quantity and effectiveness of the provision for SEND students. |
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Curriculum Concerns |
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Our approach to differentiation is to |
Whole school approach to lesson planning, WALT/WILF, All/most/some approach |
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Extra support is allocated according to |
Funding, need, availability. |
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Partnership: Planning, Monitoring and Review |
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We offer the following opportunities, in addition to the normal reporting arrangements, to parents/ carers, children and young people to discuss progress, to plan and review support, specific approaches and/or programmes. |
Academic mentoring on a half termly basis. |
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General Support for Wellbeing |
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Our school offers pastoral, medical and social support to the children/ young people by |
Student Support Services, Form Tutor, HOH, Trained First Aid staff, Restorative Justice officers, School Nurse service through HYPA support group, small group only within our ½ day allocation of a Youth Officer from the LA agreed for 2014/15, ½ day counselling again for small group of students each half-term by the YMCA – which the school is funding for 2014/15. |
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We encourage the children/ young people to contribute their views by |
Student Voice activities, House and School Councils, Student Leader positions. |
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Specialist Services/ Expertise Available |
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We employ specialist staff in the areas of |
TA with considerable experience of working with students with barriers to learning.
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Our school accesses the following services |
Educational Psychology, Community Paediatrician, School Nurse, Physiotherapy, Sensory Support, Autism Outreach Services, MASG, PCSO, NSPCC, PASP, CAF, CAMH, Virtual School CIC. |
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Training |
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We have staff that have the following qualifications. |
All staff in school have a qualification ranging from Masters (or PHD) --> Degrees to Teaching Assistant Level 1. |
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Staff have recently attended the following training. |
SEND Staff – ADHD, Tourette’s Syndrome, ASD, SEND changes. |
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We plan to undertake the following training/ disability awareness sessions(s). |
ADHD All --> allocated according to need. |
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Accessibility |
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We provide the following to ensure that all children/ young people in our school can access all of the activities offered. |
Lifts in all areas, disabled toilet facilities.
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We enable children/ young people to access all activities by |
Differentiated, interaction programmes, communicating, ensure all buildings are accessible. |
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We involve parents and carers in the planning by |
Parent Consultation Evenings. |
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Parents and carers can give their feedback by; |
In person, phone, email, letter, tutor, HOF, HOH, Student Support Officer. |
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Parents/carers can make a complaint by |
Contacting/writing to Tutor, HOH, member of SLT, Student Support Officer. |
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Transitions |
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The following arrangements help children/ young people and their parents/ carers to make a successful transfer to our setting/ school. |
Yellow SEND forms from feeder primaries. |
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We prepare children and young people to make their next move by |
Information evenings, KS3 transition meetings, 0 – 19 Service, KS4 transition meetings, College visits, Careers Fair and Career appointments, UCAS mentors for Post 16 students, Higher education specialist for weekly student advice in Post 16, Mentoring and Intervention services. |
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Resource Allocation |
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Our SEND budget is allocated according to |
Governors/Finance Committee, delegated budget PCC, High needs top up funding PCC. |
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Funding is matched to SEND by |
Level of need. |
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Our decision making process when matching support to need is |
Based on numbers and levels. |
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Parents/ carers are involved through |
Annual Reviews, Newsletters, consultations, letter, phone calls. |
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Contact Details |
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Your first point of contact is |
Tutor or Students Support Officer. |
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Our Special Educational Needs Co-ordinator is |
Katherine Surman (till December 2014) |
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Other people in our setting/ school who might be contacted include |
Student Support Officer |
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External support services for information/ advice are |
Parent Partnership Officer, Bayard Place.
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