We believe that every student at North Leamington School has the right to full access to an education, which provides them with an individual pathway onto a fully rounded adult life.
Where a student has more individualised needs, the IEN Faculty has particular remit to provide for them: this includes special educational needs and/or disability and Language Development.
SEND Information Report
Admission arrangements for pupils with SEND at NLS are in accordance with Local Authority regulations and are non-discriminatory. It is part of the school's approach to meeting individual need by working closely with our feeder schools to support transfer arrangements and when pupils join us midway into their secondary school life by:
· Current data analysis
· Transfer planning including allocating a Learning Manager and/or a teaching assistant,
· Collaboration with feeder primary schools or schools from which pupils are transferring
· Arranging pre-transfer visits
· Setting up and monitoring of 'buddying arrangements', when a pupil transfers midway
· Consideration of individual timetable and curriculum needs.
· Cooperative communication with parents/carers.
At NLS all students are valued equally. We recognise that students with special educational needs and/or disabilities given the right environment and support will find a successful way in the world.
The IEN Faculty has been developed to provide the additional and different support students with SEND may need. This includes physical adaptations. SEND students' levels of achievement are tracked, as all students are, to monitor progress towards their target outcomes, which include personal life skills as well as exam grades/qualifications.
The IEN Faculty supports teachers with preparation and planning for SEND students, adapting the curriculum as needed. Teachers at NLS understand their responsibility to SEND students and remain in charge of their subject provision, even when a teaching assistant is deployed.
TA's (Teaching Assistants) are linked to department areas according to their specialism, providing advice to teachers and differentiating tasks as required. They are deployed to groups, where there is a high level of need, so that the teacher can successfully support and assess all students in the class.
All students with Statements/EHCPs and those with other high level needs have a key TA, and/or other IEN worker, who oversees their provision across the curriculum. This ensures that each student with SEND has an advocate and, additionally, someone who can identify other students in their teaching group who may have overlooked needs.
We have a range of assessment methods for identifying and monitoring students. We use the Goodman's SDQ (Strengths and Difficulties Questionnaire) to identify students' mental health needs. The Boxhall Profile supports which intervention we put into place for students with social and emotional difficulties. Two HLTA's (Higher Level Teaching Assistants) are qualified to screen for specific learning difficulties. This is not the same as a diagnosis, but indicates where strengths/weaknesses lie, so that appropriate advice can be given to teachers and interventions put in place where needed. Please always consult with the SENCo before you buy into any professional assessments.
The IEN team are trained and experienced in supporting SEND including autism (ASD), ADHD, SpLD (dyslexia, dyspraxia/DCD), visual impairment, hearing impairment, physical disability, acquired brain injury, attachment disorder, social and emotional difficulties and mental health difficulties.
As well as employing their expertise in/for the classroom, a range of interventions are available including; Lego Therapy, COMP (a movement intervention), self-esteem, social skills and communication groups. 1:1 mentoring is very common, helping students to organise for school and life, supporting them through difficult times e.g. bereavement or targeted exam preparation.
A few students may require 1:1 support. Costed IEPs (an application to the LA for extra funding) are used to target what we aim to be a short-term intervention, until we have created an environment around that student that means that they can learn without such a level of adult help.
Additional support is also provided at social times in our specialist rooms with a focus on social interaction led by IEN staff. From September 2016 we are planning to develop this facility more.
We are developing nurture groups with our cluster primary schools additional to the extensive transition work we do with them as a whole school and building on out already established philosophy. Two members of the Faculty are trained in the Nurture Group approach.
Similarly we work with our own Sixth Form and with Warwickshire College and other further education providers to support students into the post-16 phase of their education.
Where the SENCo and team are unsure of the best route for an individual or groups of students, we seek other expert advice from specialists, e.g our school's counsellor, the Warwickshire local authority support services EIS (the Early Intervention Service), IDS (Integrated Disability Service), EPS (Educational Psychology Service) and NHS physio and speech and language therapists, CAMHS and the school's health service.
Where students are having ongoing difficulties, these specialists support us with thorough assessments to gain as much information as possible about the young person. Parents/carers are fully involved in this process.
Our partnership with parents/carers is very important to us. The school has many forums for parents/carers to be included in their child's school life. Please see the website front page.
The IEN Faculty holds regular forums for parents/carers and at Christmas time simply to meet socially and share experiences. We keep in regular contact with parents/carers and encourage them to contact us with any concerns as soon as they arise.
If parents/carers do have a complaint, they should contact the Faculty Leader responsible for the subject or the College Leader if it relates to social times/a pastoral issue, and copy in the SENCo. If you are not happy with the response, please contact Mrs Mitchell via her PA, Jodi Brandsma.
Through Annual Reviews of Statements/EHCPs and review meetings. with the IEN kay worker, individualised outcomes for a student are discussed and ways to achieve those outcomes planned.
Access Arrangements for exam work are applied for after specific internal testing has taken place: this may lead to extra time, a reader or scribe for all exam work in Years 10 and 11. An HTLA with the relevant prefessional qualification and experience carries out this work and liaises with the exam's officer and SENCo.
We carefully and regularly monitor and review our work within the whole school's systems, which includes "Student Voice". Parents/carers and students contribute to this process through questionnaires. Our graduated response ensures that we move students on to the next level of support where required, and where we have evidence of positive impact allow the student greater independence.
All of our SEND provision is overseen by a qualified and experienced SENCo, who meets at least every term with the SEND Governor. They are happy to communicate with you about any queries you may have.
SENCo Jane-Anne Bird email@example.com
SEND Governor Michelle Hutton firstname.lastname@example.org
Additional information about external SEND support can be found at:
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