Special Educational Needs

SEND School Information Report

Welcome to Wales High School’s Special Educational Needs and Disabilities (SEND) School Information Report – the information included will be updated annually in line with guidance in the 2015 Code of Practice. (Last updated April 2021)

Wales High School endeavours to be an inclusive school and offers a wide range of provision to support children with SEND. The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote students working towards becoming independent and resilient learners in line with our Mission Statement aim of working together to create a stimulating and challenging learning environment, with high quality teaching, in an atmosphere of tolerance, free from any form of prejudice.

1.The kinds of SEND for which provision is made at the school:

The school philosophy is to develop and safeguard the whole child, spiritually, academically, physically and emotionally. We endeavour to do this by providing maximum curriculum opportunity to which all students are entitled irrespective of their special educational needs and/or disabilities. Wales High School endeavours to be an inclusive school, this policy document and work carried out within this curriculum area forms part of a wider support system within the school. The SEND policy (available on the school website) has been developed in line with school’s mission statement and other current policies in school.

We acknowledge that that all students may, from time to time, have special educational needs and that within the school students may fall into several categories, their needs will be addressed by different strategies including those with and without EHC plans. The school acknowledges all teachers are teachers of SEND.

Our vision is to provide high quality education to every child, every day, regardless of their gender, ethnicity, ability, disability or sexuality. We aim to value children and young people as individuals, placing them at the center of our planning, teaching and development. Through this approach we aim to enable all students to:

Achieve – All students should have the opportunity to experience success and achieve personal goals.

Participate – All students have the right to participate fully in school life and wider social opportunities, regardless of ability or disability.

Belong – All students are encouraged to develop a sense of belonging within the school community.

Definition of Special Educational Needs

The Definition of Special Educational Needs from the Special Educational Needs and Disability (SEND) Code of Practice: for 0-25 years (2015) states:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

  • have a significantly greater difficulty in learning than the majority of others of the same age; or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Special educational provision is provision that is additional to or different from that made generally for other children or young people of the same age.

The 2015 SEND Code of Practice outlines four broad areas of special educational need that include a range of difficulties and conditions:

1 Communication and Interaction

2  Cognition and Learning

3  Social Emotional and Mental Health

4  Sensory and/or Physical

We realise that this is not an exhaustive list and that students may not fall exclusively within one category.  It is also recognised that the above difficulties may be short or long term although students with combined difficulties tend to be catered for with long term goals in mind. The Learning Support Department plays one role within the inclusive nature of the school. Our students are categorised in the 4 broad areas of need as below:

As a school we also acknowledge that some students may reach their full academic potential although their achievements may be low when compared to their peers and national standards.

It must be recognised that all children start school with varied experiences and usually need some time to settle in and engage with new learning opportunities before any intervention and support is put in place

  1. Information, in relation to mainstream schools and maintained nursery schools, about the school’s policies for the identification and assessment of students with SEND

The school follows the 2015 SEN Code of Practice and identifies those students who require additional support from either within the school’s resources and or from external agencies and those whose additional needs have been acknowledged through EHC Plans. All students known to have special educational needs are recorded on the Special Educational Needs register. The register is fluid, is regularly monitored and individual needs are discussed on a rolling programme throughout the year, these discussions follow calendared assessment points.

Our SEN Register illustrates a graduated response by categorising student needs as:

N – No identified SEND – not on the SEN Register

Note – Learning (L) and/or Medical (M). Needs met through Quality First Teaching

– School Support that is additional to or different from the majority of peers

E – EHCP in place

Our students on the SEN register are recorded as below:

Wales High School follows the Graduated Response as set out in the 2015 Code of Practice where students identified as having possible SEND are assessed using a cycle of:

Assess, Plan, Do, Review

Our first response is always to provide high quality teaching. Where progress continues to be less than expected, the class or subject teacher, working with the SENDCo, will assess whether the child has a special educational need. If deemed necessary we will then plan and implement appropriate interventions designed to improve progress. We will monitor pupil responses and review to identify their particular needs in order to provide the right provision. Indicators we may use to identify difficulties with accessing learning are:

  • Significantly less progress than that of their peers starting from the same baseline.
  • Failure to match or better the child’s previous progress.
  • Failure to close the attainment gap between the child and their peers.
  • Outside agency involvement.

Special educational provision is provision that is additional to or different from that made generally for other children or young people of the same age.

Assessment / Diagnosis/ testing

All students transferring to Wales High School in Y7 should bring with them assessment data. Subsequent testing early in Y7 includes a reading test. The Learning Support Department may carry out further detailed tests. Tests may include…

Access Reading Test

Vernon Spelling Test

Lucid Rapid

DASH (Detailed Assessment of Speed of Handwriting)

Referral to an outside agency eg CAMHS, Learning Support Services

Assessments for examination access dispensations will be completed by a specialist member of the team from the end of Year 9.

Students with known SEND needs are screened from the end of Year 9 to highlight the possible need for examination access arrangements in Key Stage 4. Other students may be included in this screening as notified to us by colleagues in school due to their knowledge from teaching and supporting the students over time. The screenings are carried out by a specialist assessor in school who holds the relevant qualification. For those who meet the criteria, appropriate access arrangements are then requested from the Joint Council for Qualifications (JCQ) using their Access Arrangements Online system. Full records are kept in line with the regulations.

  1. Information about the school’s policies for making provision for students with SEND whether or not students have EHC plans, including:
  2. a) How the school evaluates the effectiveness of provision for such students

The governing body evaluate the success of the education provided in the school for students with special educational needs through regular reports to the Governing Body.

The effectiveness of the provision provided by the department is reviewed through a range of methods throughout the year: ongoing lesson observations, learning walks, work scrutiny, data analysis, examination and end of key stage reviews as well as staff appraisals. Senior leadership, senior management and peer assessment are used in these evaluations.

  1. b) The school’s arrangements for assessing and reviewing the progress of students with SEND

See assessment information section 2 above.

A member of the Learning Support Department will be in attendance at all Parents’ Evenings and appointments can be made to discuss individual student progress.  Parents/carers have the right to be informed of their child’s progress and the Learning Support Department has an important role to play in this area and will adhere to the regulations outlined in the 2015 Code of Practice relating to the importance of parent/carer partnership.  Parents/carers of students with an EHC Plan will be invited to the Annual Review of their child and encouraged to formally present their views on their child’s progress and the role of the school in their child’s education.

Intervention Strategy Meetings (ISM) meetings for each year group take place 3 times a year following assessment points.  At ISM meetings the progress of every student is reviewed and if required appropriate interventions actioned to address underachievement. Members of the Learning Support Department attend all these meetings. The Sendco is available to speak with parents/carers outside of these set times as needed.

Arrangements for those students who are Looked After and have SEND.

In accordance with legislation there is a designated person who is responsible for overseeing the needs of all Looked After Children (CLA) students in school.  The designated person attends all reviews and ensures that the needs of all CLA students are met.  The use of Pupil Premium Plus funds is key to meeting the needs of those CLA students who also have SEND.

  1. c) The school’s approach to teaching students with SEND

Where possible, students with SEND will be taught alongside their peers in the mainstream classroom towards our aim of providing Quality First Teaching.  Teachers will address specific needs through appropriate differentiation, pace of teaching, grouping and use of additional adult support.  Where necessary, a small number of students will be withdrawn from some lessons to receive small group or individual support. Withdrawal is closely monitored to ensure that there is minimal impact on an individual’s access to a broad and balanced curriculum.

  1. d) How the school adapts the curriculum and learning environment for students with SEND

Access to the curriculum for students with SEND is achieved through inclusion in smaller groups where appropriate, in-class support from Teaching Assistants and differentiation; differentiation is not the sole province of the Learning Support Department but the department will support staff in this area.

Modified curriculum Key Stage 3

Having established a “diagnostic baseline” for students a “tiered”, modified curriculum will be provided via the English, Humanities and Modern Foreign Language timetable for students in Key Stage 3 – Years 7, 8 & 9.

In Year 7 students may be directed towards The World Studies group. In addition Year 7 students who have not attained the national standard in Key Stage 2 National Curriculum tests (SATs) may be included in additional withdrawal lessons for Literacy.  Specific Literacy and Numeracy programmes are offered where identified. Year 7 students who would benefit from support in the area of emotional literacy are included in bespoke programmes, this is delivered by Teaching Assistants through small group work. Year 7 students with a diagnosis of autism are offered small group sessions to provide additional support on transition.

In Years 8 & 9 some students are directed towards World Studies groups with a focus on literacy support. This replaces MFL (Modern Foreign Languages) on the timetable. Members of the Learning Support Department will teach these lessons. In parallel with this provision, bottom sets in English will be taught by members of the Learning Support Department where possible.

Identified maths support is provided for students by specialist Maths teachers where appropriate to address individual difficulties. Parental permission is sought and consultation made between English, Maths, MFL (Modern Foreign Languages) and the Learning Support Department before students are invited to take advantage of these options. Students in the Year 8 World Studies groups will continue to access this provision in Year 9.

In Year 9 students follow the AQA Step Up To English accredited programme. Step up to English helps students build basic and relevant literacy skills in preparation for GCSE level work in Year 10 onwards. The specification is fully co-teachable with GCSE English Language. Successful students receive a nationally recognised examination certificate and an Entry Level qualification.

Students for whom English is an additional language will be provided with an individualised approach to their language acquisition; this may include 1-1 withdrawal, in class support and the provision of specific differentiated materials. The level of support will vary depending upon the students’ progress and confidence.

Modified curriculum Key Stage 4

Students entering year 10 who experience learning difficulties and have had continued support from the Learning Support Department throughout Key Stage 3 may, after discussion with parents and senior staff, be guided towards vocational courses.

For a minority of students an individualised timetable may be required in Key Stage 4.

Year Group Social Spaces

Each Year Group has its own separate social space for break and lunch in addition to the main areas in school, supervised by members of the Learning Support Department. The social spaces play a major role in providing a secure environment for vulnerable students during unstructured times.

How the broad and balanced curriculum for each year is adapted or made accessible for students with SEND

Wales High School fully supports the principle that students with special educational needs require the greatest possible access to a balanced and broadly based curriculum (including the National Curriculum)

Wales High School also recognises that the extent to which a learning difficulty influences a student’s development depends not only on the nature and severity of the difficulty, other factors may impact on the student’s learning; e.g.

  • the appropriateness of teaching and learning styles.
  • the appropriateness of the subject content.
  • the appropriateness of the school’s curriculum pattern.
  • a student’s motivation, self-confidence and self-esteem.
  • the extent to which the environment supports the student in coping

with their difficulties.

For these reasons Wales High School takes particular care to ensure that all students with special educational needs participate fully in a broad and balanced curriculum by:

  • Considering the needs of students with special educational needs at all stages of curriculum development.
  • Working closely with specialist support services.
  • Investigating, with specialist advice the appropriateness of specialised equipment and or technology, which might best support a student.
  • Coordinating the support and resources available within the school to facilitate the effective curriculum access for students.

Wales High School advocates the practice of supporting students in the mainstream classroom as far as possible regardless of their learning, physical or medical difficulties towards our aim of providing an inclusive approach to Quality First Teaching.

  1. e) Additional support for learning that is available to students with SEND

The Learning Support Department has established links with Year Teams and meetings are held regularly. There is a committed team of Teaching Assistants based in the Learning Support Department who follow a child-based approach, supporting students in lessons. There are also numerous Intervention Coaches across English, Maths, Humanities, Music, Art and Science departments who deliver subject- specialist in class support and run instruction classes. Seven Pupil Support Assistants support students experiencing issues with their learning for each year group as part of the strong pastoral team.

The Learning Support Department is situated centrally in the school and consists of a suite of classrooms for whole class, small group and individual work. The Department is welcoming to all students and can provide a quiet space for students as needed, including access to calming rooms as appropriate. All students across school can access the space as needed which is designed to create a safe and relaxing environment for pupils who may need some time to emotionally regulate. Our busy, flexible and inclusive department sees each student as an individual and we endeavour to strive for excellence in our work with the most vulnerable students in school at all times.

Our specialist ASD Resource, The Bridge, is located within the department.

Overview

The SEND provision at Wales High School includes a new integrated resource for students with ASD, which opened September 2020. The resource has initially taken a small cohort of Year 7 pupils but is expected to grow over the coming five years as subsequent Year 7 cohorts are accepted each September.

Ethos and Aims

The ASD resource at Wales High School aims to provide academically able students with ASD the support they require to access a mainstream learning community. We aim to ensure that every student has the opportunity to fulfil their academic potential within a supportive and nurturing environment. Alongside this, we aim to support students to develop their social skills within both bespoke classes and the wider learning community. As students progress through their time within the ASD resource we aim to prepare them for a fulfilling, independent and positive life within their local communities.

Admission arrangements

Throughout the admissions process we aim to work closely with the young person, their parents/carers, existing provision and the Local Authority. The following criteria will apply in deciding whether the resource can provide suitable provision to meet the needs of an individual:

  • The student has an EHCP which indicates ASD as the primary need.
  • The EP report must be supportive of the need for a specialist provision.
  • All places are consulted on via Rotherham’s SEN Panel process.
  • The student is likely to require specialist support and the availability of a specialist facility (e.g. small group or calm area) to spend periods of time (to be decided on a personalised basis) outside the mainstream classroom, over and above that normally available in a mainstream school without an autism spectrum resource.
  • The student has the potential to manage the elements of an academic and social environment of a mainstream school with skilled specialist support and consistent implementation of an individually tailored programme. This would include access to the wider curriculum and interaction with peers.
  • The student’s cognitive ability will be within the mainstream range. The EP report should include assessments or observations to support this.
  • Students’ language skills and behaviour should be at a level which enables them to safely and appropriately access a range of informal and formal activities.
  • Students’ needs are described in their EHC Plan, including co-morbid conditions should be matched to the resources available at Wales High School.

Curriculum

All students within the ASD resource will be supported to access to mainstream lessons through a highly personalised timetable in accordance with their EHCP. This will take into consideration the individual students’ strengths, wishes and needs and be reviewed on a regular basis. Alongside inclusion in mainstream lessons, students will have access to a bespoke curriculum within the ASD resource. This will allow students to access a broad and balanced curriculum that is specifically tailored to their needs. All students will have access to a full life skills curriculum within the resource that specifically aims to develop the skills outlined in the Preparing for Adulthood framework. As students prepare for life beyond Wales High School we will seek to offer a bespoke programme of transition onto each individual student’s next steps.

  1. f) How the school enables students with SEND to engage in the activities of school (including physical activities) together with children who do not have SEND

All students at Wales High School regardless of their special educational needs have the opportunity to join in the activities of the school.  Students with physical and or medical needs are fully integrated into all aspects of school life. To facilitate this integration specialist equipment and additional staffing will be sourced or provided if required. Where extra-curricular activities are involved (including trips to different countries) the school will endeavour to ensure that arrangements are made to accommodate the needs of students with physical, behavioural and or medical needs.  The school ensures that staff are suitably trained in the medical care required for specific students (e.g. Epipen training for anaphylactic shock, epilepsy training, diabetes training) staff named in individual care plans complete updates in training at the required time intervals. Students requiring care plans have these updated by the LA nurse at the required time intervals. Risk assessments are monitored in a similar manner and in line with L.A. recommendations.

  1. g) Support that is available for improving social, emotional and mental health development of students with SEND

Wales High School recognises that improving the social, emotional and mental health of students is key to ensuring that they feel safe and secure in school and that they are able to fulfil their true potential and develop into well-adjusted adults in society.

Each year group has a Pupil Support Assistant who in partnership with the Head of Year and pastoral team supports the social, emotional and mental development of students through counselling and interventions to address specific issues e.g. anger management, self-confidence, assertiveness.

The Learning Support Department assigns key workers to those students on the SEN Register and contact is made with families to facilitate co-production and joined up working. During the Covid-19 school closure this proved particularly successful and will continue to be developed.

In addition the school employs a private counsellor providing 1-1 counselling for students requiring additional support in this area. Should it be thought necessary, the advice of the school’s Educational Psychologist also supports the school in addressing individual needs. Additional Educational Psychology time and additional school counselling has been purchased to extend support for students.

SEMH Assistant roles are in place to address the needs of students with SEMH, providing in class support, small group and 1-1 interventions to complement the work of our counsellor and Educational Psychologist. These colleagues are trained as ELSA (Emotional Literacy Support Assistant).

The Learning Support and pastoral teams have had training in using Emotional Literacy to help support our students. Several members of the team have also completed the Mental Health First Aid qualification.

An allocated SEMH Partnership Officer is employed by the school, shared with other local schools who is able to offer support for students with SEMH issues.

The school is part of the With Me In Mind programme with an allocated Mental Health practitioner. Consultations are held regularly to discuss students. With Me In Mind is a team of Mental Health Support Workers based in and near schools and colleges around Doncaster and Rotherham who help children and young people with their mental health. The team help enhance support already in place from school counsellors, nurses, educational psychologists and the voluntary sector to treat those with mild to moderate mental health issues in school. The team can also help children and young people with more severe needs to access the right support and provide a link to specialist NHS services.

  1. The name and contact details of the SENDCo

(Special Educational Needs and Disabilities Co-ordinator):

The school SENDCo is Mrs Lisa Leivars.

The SENDCo holds the National Award in SEN Coordination

The SENDCo leads on SEND provision across school

Contact details:

Via email [email protected]

 

The school Assistant SENDCo is Mrs Michelle Hartley

The Assistant SENDCo holds the National Award in SEN Coordination

The Assistant SENDCo leads on the Bridge ASD Resource

Contact details:

Via email [email protected]

Via telephone 01909 771291

Via address at Wales High School, Storth Lane, Kiveton Park, Sheffield, S26 5QQ

 

  1. Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured.

Within the Learning Support Department there are specialist staff.

We provide a specialist small ASD Resource base, The Bridge, in school for students requiring support.

A named Higher Level Teaching Assistant (HLTA) is responsible for transition work between primary and secondary phases and works in the local community to ensure a thorough transition programme is in place.

Regular joint working is in place with Heads of Year to lead on SEND provision across school, including mentoring, providing support to teachers and building strong home-school links.

Teaching Assistants (TAs)  are encouraged to attain at least a Level 3 qualification in Supporting Teaching and Learning. Several have, or are currently working towards, Degree level qualifications and many have developed specialist knowledge. Clear opportunities for TA development are available and encouraged through a TA Progression Framework. Regular CPD opportunities are promoted and shared with TAs. Dedicated weekly CPD time is included and prioritised.

Teachers throughout the school are encouraged to ensure that they are up to date with issues related to SEND through a range of ongoing staff CPD.  It is important that the department establishes links in all areas of the school. Training may be provided through the school’s SEND staff and from external agencies. The Learning Support Department delivers an annual SEND CPD Fair to provide all staff with relevant training and information on SEND. A staff SEN Toolkit is available and regularly updated for all staff, together with an ever increasing number of individual Student Profiles available on the staff server for all teachers to use in their planning for students with SEND. Staff have accessed external Autism Education Trust (AET) Making Sense of Autism training and many have gone on to become staff Autism Advocates in school.

It is recognised that all teachers are teachers of special needs and that class teachers are responsible for the needs of all students within their classes.

The SENDCo attends regular Local Authority meetings for SEND. Staff training needs are met in a variety of ways – school closure days, collaborative planning, extra-curricular meetings, observing good practice, inset and department meetings. The school makes use of the expertise available from a wide range of outside agencies ( See 10 below for list of agencies currently involved in supporting the school)

  1. Information about how equipment and facilities to support children with SEND will be secured.

Specialist advice is sought where appropriate from a wide range of external professionals in order to support our students.

School has close links with local specialist services – including physiotherapists, occupational therapist and medical staff – to ensure that medical and therapeutic care is available within the school.  Resources, adaptations and specialist equipment required by individual students are also acquired with the advice from external professionals. Close contact is maintained with the Local Authority school nurse who advises and checks upon care plans, provides specific training and will support the inclusion of students with medical and physical needs in school.  Similar links are established with the Local Authority advisor for Moving and Handling, who provides training and advice on issues related to this area as necessary.

Through liaison with these external experts adaptation to the environment will be made where these are deemed to be “reasonable adjustments” for the school to make.

In line with current legislation Wales High School is in the main fully accessible for students with physical disabilities. Where access is difficult sympathetic timetabling has been used to ensure that students are taught alongside their peers.

The school will endeavour to cater for the specific needs of all of its disabled students paying particular attention to dignity, self – esteem and independence of individual students. The school has an Accessibility Policy which is updated every three years in line with legislation.

Teaching Assistants play a vital role in the development of student independence however, for some students full independence can never be achieved. Training has been held with the TA Team in effective scaffolding towards building independence in line with evidenced guidelines. Where students require assistance appropriate training in moving and handling and risk assessment will be provided for all staff involved. Regular updates in training will be arranged by the SENDCo as appropriate.

Modifications to the school environment and curriculum will be made as and when these are seen to fall into the realm of “reasonable adjustments”

The school has 2 lifts affording access to the first floor in the main building as well as a lift affording access to the first floor in the Millennium block.  Wheelchair access has been improved by the installation of a ramp to the main hall, along with a stairlift in the Learning Support department.

Sympathetic timetabling facilitates ease of access to specialist teaching rooms.

Disabled toilets are available in four locations in school, two toilets have Clozimat facilities. There are disabled changing facilities in the PE area and in the Learning Support department.

Medicines and medication for students are registered, stored and administered in line with recommendations and duties outlined in the 2015 statutory guidance publication: Supporting Students at School with Medical conditions.

  1. The arrangements for consulting parents and carers of children with SEND about and involving such parents in, the education of their child.

It is vital that the Learning Support Department develops close links with parents in order to provide support for students both in school and at home, this should develop a positive, caring, supportive environment to motivate students with Special Educational Needs and/or Disabilities. We endeavour to identify difficulties as early as possible and parents / carers are informed and involved in discussions and planning with regard to supporting individual students.

Students registered on the Special Educational Needs Register may have an individual support plan in place. An important aspect of which is the involvement of parents in supporting the student at home.  In addition a member of the Learning Support Department will be in attendance at all Parents’ Evenings and appointments can be made to discuss individual student progress.  Parents have the right to be informed of their child’s progress and the Learning Support Department has an important role to play in this area and will adhere to the regulations outlined in the 2015 Code of Practice relating to the importance of parent partnership.  Parents of students with an EHC Plan will be invited to the Annual Review of their child and encouraged to formally present their views on their child’s progress and the role of the school in their child’s education. Students in receipt of an EHC Plan may have an SEND Support Plan which will be reviewed regularly.

Also see transition information below.

  1. The arrangements for consulting young people with SEND about, and involving them in, their education

Students with SEND will be encouraged to share their views at regular intervals throughout the year.  Student views are formally recorded for EHC Annual Reviews.  Adult support is offered to ensure that students are able to express their views clearly.

  1. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents, carers, or young people about provision in the school

The governing body at Wales High School follows the procedures outlined by the Local Authority regarding complaints from parents of students with special educational needs concerning the provision made at the school.  Parents will be encouraged to firstly speak to teaching staff and the Head Teacher regarding complaints. Should matters be unresolved the parents will be advised of how to proceed further at Local Authority level. The Head teacher will be pleased to meet parents who have any concerns about their child’s special educational needs.  Wales High School adopts the philosophy of partnership with parents in the education of their children.

Our SEND Governor is Ms Suzanne Eusman She can be contacted through the Clerk to the Governing Body, Ms Sarah James at [email protected]

Students are encouraged to speak to staff if they have any issues about the provision in school.

Pupil voice and anti bullying arrangements

Student voice is seen as central to the school, this is reflected through the existence of an active student council and regular student voice questionnaires. Views and opinions highlighted are always given thought and consideration by the Senior Leadership Team and students receive feedback regarding issues raised through these platforms.

There is a clear Anti Bullying Policy, students are encouraged to share concerns with members of staff and to support this there are e-mentors trained and in place for students to communicate regarding issues of bullying, should they feel unable to talk about specific issues.

Our Behaviour Policy aims to protect all students in school and especially those most vulnerable and we have a strong ethos of tolerance and acceptance.

School policies also enable us to consider the individual in our response to a student’s behaviour and we pride ourselves in being able to respond appropriately to each given situation as it arises. One rule for all is not always appropriate. A more inclusive approach is followed.

  1. How the governing body involves bodies including health, social care, LA support services, voluntary sector organisations in meeting the needs of students with SEND and in supporting the families of such students

The SENDCo plays a day to day role in coordinating the support afforded to students from a range of external and internal support agencies currently including:

  • Buildings Advice and Inspection Unit;
  • Health and Safety Assessment Services
  • School Nurse
  • Social Care
  • Special Educational Needs Assessment Service
  • SENDIASS
  • Rotherham Parent Carer Forum
  • Specialist Careers Officers
  • Advisers with expertise in using I.C.T.
  • Visual Impairment Team
  • Hearing Impaired Support Team
  • Physiotherapy service
  • Occupational Therapy service.
  • Autism Communication Team
  • Learning Support Service
  • Police
  • Looked After Children Team.
  • Health specialists
  • Counsellors
  • Inclusion Services
  • Educational Psychology Service
  • SALT (Speech and Language Therapy)
  • CAMHS (Child and Adolescent Mental Health Services)
  • Early Help
  • With Me In Mind
  • Allocation of Teaching Assistant support
  • ELSA Assistant – semh support
  • Monitoring of Exam Access Arrrangements (Assessments are carried out by a specialist assessor)
  1. The contact details of support services for the parents of students with SEND, including those for arrangements made in accordance with section 3

Independent, confidential and impartial advice for parents and young people can be accessed via Rotherham SEND Information and Advice Service – SENDIASS (formerly Parent Partnership)

at www.rotherhamsendiass.org.uk or by phone at 01709 823627

An active Parent Support Group is available within school, all parents of students in our school are welcome. Regular meetings and social events are held. For more information, please contact Mrs L Leivars (SENDCo) in the Learning Support team at: [email protected]

  1. The school’s arrangements for supporting students with SEND in the transition between phases of education or in preparation for adulthood and independent living

Close liaison between Wales High School and feeder schools is established to ensure a smooth transition between primary and secondary education. A named HLTA is responsible for the transition of Y6 students with SEND.  Where a student has a physical disability a key worker (usually a Teaching Assistant) may be required to establish regular contact with primary school to develop early contact and establish relationships with the student and parents well before the student is due to transfer to Wales High School. Similarly students with autistic spectrum conditions will have a key worker who will oversee their specific transition needs.  Individual arrangements for transition can be made in exceptional cases to ensure a student’s needs are met.

Preparation for adulthood.

Students with special educational needs due to transfer to post 16 provision or employment will be given early interviews with the careers advisor in year 10 and subsequent interviews as required.  Links with post 16 educational providers have been established and liaisons are made as and when required where applicable Section 139a assessments will take place in liaison with the school’s Careers advisor. Named HLTAs provide mentoring support in Y11 and Sixth Form to ensure transition choices are informed and suitable.

Y8 and Y9 World Studies Schemes of Work include a unit which investigates individual strengths and weaknesses and links these to potential career opportunities and encourages the students to plan in advance for appropriate option choices and career planning.

A member of the Learning Support Department supports students with SEND as part of the option choice process to ensure that appropriate options are selected for KS4 study.

13.Information on where the Local Offer is published

Details of the SEND provision for Wales High School and all other schools within the Local Authority can also be found on the Rotherham SEND Local Offer website.

Under The Children and Families Act 2015, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for children and young people with SEN aged 0-25. This is called the ‘Local Offer’.

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. Rotherham’s Local Offer can be found here:

www.rotherhamsendlocaloffer.org

COVID-19 Update: Return to school information

September 2020 – March 2021 Covid 19 addendum for SEN policy

Following the Covid-19 pandemic, our staff are aware of the social, emotional and academic issues students and families may have faced during this difficult time. (inc staff CPD sessions, wellbeing session from With Me In Mind). Our Recovery Curriculum places a strong emphasis on mental health and wellbeing to help our students feel physically and emotional safe in school and to re-connect with their friends, teachers and the wider school community.

Strategies utilised have included;

  • Blended learning with adaptations to timetables
  • Increased access to ICT – laptops and student training on teams and go 4 schools
  • Differentiated hard copies of work delivered to families
  • Annual Reviews held remotely or by visiting homes
  • Weekly checks with all EHCP and key students – EHCPs, and those priority students who required additional support to access remote learning
  • TA virtual support provided both in remote lessons and after as tutorials
  • Transition back to fulltime education- contact with EHCP families to evaluate how effective they feel their child has reengaged back into onsite learning.
  • Increased Educational Psychologist time allocated and planned to support student needs on returning to school
  • Increased School Counsellor time
  • With Me In Mind mental health practitioner input and regular meetings
  • Updates from parents via Student Profile updates to help staff in the class room
  • Social activities over lockdown – online quizzes were run fortnightly to allow students the opportunity to interact with one another

In view of the extended time out of school for some of our students and the social, emotional changes they have experienced, we are adapting our approaches as needed on an individual case by case basis. This means that we are aware that reasonable adjustments may need to be made to accommodate the needs of students for whom the new school year is more of a challenge.

This may impact how a student comes into school, what support a child is offered during the school day, curriculum changes and what additional resources might be offered in order to ensure each child feels safe and happy. Communication with parents and carers has been key to successful transition back into school at this time.

Students on roll with SEN Provision (as of January 2021)

SEN Provision Number of students
SEN Provision – Education, health and care plan (code E) 43
SEN Provision – SEN support (code K) 201
Total number of students with SEN (code E & K) 244
No special educational needs (code N) 1592
Total students on roll 1836
Number of SEN Pupils in a mainstream school who are members of a special provision (resourced provision). 5

 

autismAutism Information

Autism is a lifelong developmental difficulty which affects how a person communicates with and relates to other people. Wales High School have produced a Parents Guide to Autism available to download by clicking on the image to the left or clicking below.

Download Autism – Parents Guide

 

 

 

dyslexiathumbDyslexia Information

Wales High School has produced a booket on Dyslexia for Information for parents of primary age children. Click on the link below or the image to the left hand side to download the booklet.

Download Dyslexia Booklet