SEND School Report

Wickersley School and Sports College is a mainstream school which is part of the Wickersley Partnership Trust.

Our Mission Statement states:

‘We want to send every young person into the world able and qualified to play their full part in it’

Wickersley School and Sports College is dedicated to:

  • Supporting all pupils to achieve their full potential and prepare them to live as well-adjusted, autonomous and valued members of society.
  • Students with SEND are educated, wherever possible, in an inclusive environment alongside their peers to enable each student to reach his or her full potential.
  • Providing a broad and balanced curriculum, relevant and differentiated, which demonstrates both progression and coherence.
  • Ensuring all teaching staff share responsibility for the progress of SEND students in their care.
  • We identify and assess students with SEND as early and as thoroughly as possible using the revised Code of Practice (2014).
  • Close links with feeder primary schools to ensure information on Y5/Y6 students with SEND is shared
  • Parents/carers and students are fully involved in the identification and assessment of SEND, and that we strive for co-operation between all agencies concerned.
  • We meet the needs of all students with SEN by offering appropriate and flexible forms of educational provision, by the most efficient use of all available resources.
  • We maintain up to date knowledge of current SEN good practice and methodology in order to offer support and training in these areas to all staff in the school.

 

There are four types of Special Educational Needs and Disabilities (SEND), decided by the department for education:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health
  4. Sensory or physical

If a student has SEND, then their needs will fit into one or more of these categories.

A school’s provision for SEND is defined as support which is additional to or different from that which is available to all students.

At Wickersley School and Sports College, we recognise that students make progress at different rates and not always in a steady linear pattern. Therefore, students are identified as having SEND in a variety of ways, including the following:

  • Liaison with primary school/previous school
  • The student performing significantly below expected levels
  • Concerns raised by parent/carer
  • Concerns raised by teacher
  • Liaison with external agencies.
  • Consultations between class teachers and members of the leadership team where progress data is discussed.
  • Health diagnosis through a paediatrician
  • Diagnosis of a neurodevelopmental disorder through CAMHS (Child and Adolescent Mental Health Services)

If a student is identified as having SEND then their name will be added to the SEN register, but we recognise that students’ needs may change over time and provision must reflect this. The aim of any additional provision is for the student to achieve age expectations, so once they reach this threshold they may be removed from the school SEN register. If they fall behind again at any point, then they may be added to the register again.

Contact either your child’s form tutor to discuss concerns or the SENCO (Jessica Stevenson) or the deputy SENCO (Sarah Marshall) directly to discuss any concerns you may have.

Our Assistant headteacher for SEND oversees all support and progress of any child requiring additional help across the school.

The class teacher will oversee, plan and work with each child with special educational needs or disabilities in their class to ensure that progress in every area is made. Sometimes, some students require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. Then, the SENCO and Deputy SENCO is responsible for organising intervention for an individual or small group of students, which might include one of these provisions, for example:

  • Additional adult support in the classroom – departments have Learning Support Assistants (LSAs) who support the teacher in helping the learning of whole class and individual students.
  • Timetabled interventions – Intervention takes place through Personalised learning, RWI intervention, the Literacy intervention department and the Numeracy intervention department. Support is provided through timetables classes and withdrawal from other lessons to complete a structure programme of intervention.
  • One to one sessions– when students comes out of some lessons for pre-arranged sessions with LSAs on, for example, handwriting, reading, numeracy, study skills, organisation skills, social skills, etc.

The SENCO and deputy SENCO will use a provision map to set out the support your child is receiving and evaluate the success of any interventions.

  • Some children are given a keyworker who work with students identified as needing additional individualised intervention.   Keyworkers meet as a minimum on a half termly basis with the student to review progress and set SMART targets as well as providing staff with specific strategies to address the needs of the student.
  • Higher learning support assistants are used as mentors to support student who are underachieving academically, setting short term, measurable targets and review progress towards these targets.

Furthermore, the Curriculum Support department collaborates with other specialist departments in the school including:

  • Intervention Mentors

We currently have a team of Intervention Mentors who are based in faculties. The primary responsibility of the Intervention Mentors under the management of Mrs J. Moody is to identify, support and monitor the progress of underachieving students. This includes mid-term transition students, students with a range of medical needs. The department also provide support for pupils from our non-feeder schools during Y6/Y7 transition.

  • ACE Space

Mrs Jill Briggs supported by a deputy in department, currently leads the ACE Space. Working in close collaboration with the Curriculum Support department and other departments in school they support students with Autistic Spectrum condition (ASC). This responsibility includes identifying and helping to remove barriers to learning and advising on an alternative curriculum, or targets to suit the individual needs of identified students. They provide in-class support for individual students as well as leading one-to-one support in the department. The ACE Space provides students with a safe and quiet area which students can access; this area is always manned by one of the Autism specialists. Furthermore, this space is made available to students at lunchtime and break time for students to socialise with their peers.

  • Personalised Learning

Further to other intervention in school the Personalised Learning department works with students on specific areas of learning difficulties which are not addressed via other literacy interventions in school. This is through timetabled lessons and withdrawal from classes, in which students work through a programme of intervention.

  • Hearing Impaired Resourced Base

The school hosts the Rotherham provision for hearing impaired students. The team is led by a Teacher of the Deaf and support is tailored to meet the individual needs of each student which may include specialist in class support (provided by learning support and Communication Support Assistants) and/or individual specialist teaching in the Centre (including from our Deaf Instructor). Staff are experienced in working with both oral modification and signing to students.

 

All staff at the school are trained in teaching and working with hearing impaired students.

Admission to the resourced provision is determined by Rotherham Local Authority.

 

  • Student Development and Progress (SDP)

Mr Tim Delight (Assistant Head) is the director of Student Development and Progress in school.

The department is staffed by 5 inclusion officers and is responsible for the development and progress of all students and is particularly concerned with pastoral matters. In collaboration with the Head of Year the team is responsible for drawing up Pastoral Support Plans (PSPs) for students at risk of exclusion from school due to attendance, behavioural and emotional problems. On a day to day basis the SDP department deal with students temporarily removed from lessons because of behaviour or emotional difficulties, address issues of bullying and misbehaviour both in and out of school, handle safe-guarding issues, work with outside agencies to ensure students can access education.

  • Behaviour Support Dept.

Line managed by Jessica Stevenson (assistant head) Mrs Lynda Stacey currently leads the Behaviour Support Unit.

The responsibility of the unit, in partnership with the SDP team, Heads of Year, Form Tutors and outside agencies is to support pupils who are in danger of being excluded from lessons, due to emotional and behavioural problems. This responsibility includes identifying and helping to remove barriers to learning and advising on an alternative curriculum, or Individual Learning Programmes to suit the individual needs of identified students. Support is delivered through in-class support, personalised timetables, one-to-one support and teaching and the use of the BASE as an area students can access when they need additional support.

  • Attendance Office

Working alongside the SDP department is the Attendance Office, responsible for the monitoring of attendance of all students, chasing up absentees and tackling persistent absenteeism.

The Governing body review the progress of SEND students as part of the whole school data review that takes place on an annual basis. This allows the Governing body to assess the success and impact of the school on SEND students.

The Link governor for SEND is T. Guest who meets with the Assistant head in charge of SEND to discuss and monitor the provision for SEND students in school.

Furthermore, the Governor’s Policy and Safeguarding committee meet once a term to review the schools policies and ensure they are fit for purpose.

Most students’ needs are met through good teaching practice in the classroom; by providing differentiated learning opportunities, grouping by ability and accommodating diverse learning styles. The learning styles of students, teaching environment, teaching style, tasks and activities are taken into account when addressing SEN. This is supported by additional information to staff to meet whole class interventions and ensure that each individual student is making progress.

Support may be provided in class through a differentiated curriculum, the use of ICT, portable technological devices, communication aids and one to one support including practical assistance for students with physical difficulties

At Key Stage 4 students choose from a range of GCSE and BTEC, which help to prepare them for the next steps in their education, be that college, apprenticeships or work. Students and parents/carers are offered advice and careers guidance at the appropriate time to help make these important decisions.

The Curriculum Support department runs a Homework club every day after school (3.10- 4.00pm ) in the department. Members of staff are available to support students complete work and liaise with teaching staff when required.

Communication with home is very important to the school and we try to promote good communication between all members of staff and parents/carers. Parents/carers can contact staff members directly by email or phone to discuss the progress of their students.

Planned arrangements for communicating between school and home include:

  • Each year group has at least one parents’ evening each year, when all subject teachers are available to meet with parents/carers and discuss progress and learning.
  • Each year group has a report programme, which includes at least three progress checks for key stage three (current levels of attainment) and six progress checks for key stage four (predicted GCSE attainment). Each student receives one full report including subject specific reports, tutor report and head teacher report (alongside current levels of attainment). These are sent home to parents/carers and provide a basis for discussion about progress in different subject areas.
  • If your child has an Education, Health and Care Plan (EHCP) or Statement of SEN, then there are legal requirements for at least one formal meeting each year (the Annual Review) organised by the Deputy SENCO and attended by parents/carers, teachers and outside agencies involved in the student’s education.

At Key Stage three, data captures occur three times a year. At Key stage four data captures occur four times a year. Effort grades and current attainment grades are reported to parents/careers. The SENCO and Deputy SENCO meet to discuss the progress of students and implement any necessary interventions. Keyworkers meet with students and set SMART targets which are reviewed on a regular basis.

The impacts of intervention programmes are reviewed on a regular basis and in cases where students are not making the expected progress the intervention is appraised.

The Curriculum support department maintain regular contact with teachers to monitor the progress of SEND students. The SENCO and Deputy SENCO monitor the Cause for Concern (CFCs) and Cause for Praise (CFP) and address any concerns that arise, liaising with the head of year and other department in school to do so.

  • Student Development and Progress (SDP)

Mr Tim Delight (Assistant Head) is the director of Student Development and Progress in school.

The department is staffed by 5 inclusion officers and is responsible for the development and progress of all students and is particularly concerned with pastoral matters. In collaboration with the Head of Year the team is responsible for drawing up Pastoral Support Plans (PSPs) for students at risk of exclusion from school due to attendance, behavioural and emotional problems. On a day to day basis the SDP department deal with students temporarily removed from lessons because of behaviour or emotional difficulties, address issues of bullying and misbehaviour both in and out of school, handle safe-guarding issues, work with outside agencies to ensure students can access education.

  • Counselling and Therapeutic service

Students can access the school counsellor at breaks and lunchtimes for informal drop in sessions. Furthermore referrals can be made for an appointment through the SDP department or directly through the school counsellor.

  • Medical support

The school has a full time matron who is available on site. Students Care plan’s are shared with appropriate staff and the school participates in any review of these plans. Students who have long term illnesses that impact on their education are supported through the learning mentors and the curriculum support department on an individualised basis, therefore parents are encouraged to contact the school to discuss any concerns they have.

  • Physical Support

Staff are trained in moving and handling procedures and provide support in practical and physical lessons. Overhead hoists, ramps, lifts to access upper floors are available in some blocks.

 

The school Matron is responsible for the safe management of all medication that is received by the school. The Matron will record all medication that is to be stored in the school Matron’s room and ensure that it is stored appropriately. The matron will keep a record of all administered medication and will assign each student a school medication form which will be completed and signed every time the student has their medication.

The school has a clear behaviour policy which can be found on the school website and in student’s personal planners. Students who are disrupting lessons can be expected to be removed from the classroom and sent to Sanctions. A range of interventions is employed to address poor behaviour and encourage students to become self-managers of their own behaviour.Ways in which we praise students:

  • Cause for praise
  • Postcards home
  • Positive phone calls
  • Certificates
  • Award assemblies
  • Rewards

 

Ways in which we sanction students:

  • Causes for concern
  • Sanction room
  • Detentions
  • Isolations
  • Fixed term exclusions
  • Meetings with School Governors and SLT
  • In rare cases Permanent Exclusions are sought

 

  • Behaviour Support Dept.

Line managed by Jessica Stevenson (assistant head) Mrs Lynda Stacey currently leads the Behaviour Support Unit.

The responsibility of the unit, in partnership with the SDP team, Heads of Year, Form Tutors and outside agencies is to support pupils who are in danger of being excluded from lessons, due to emotional and behavioural problems. This responsibility includes identifying and helping to remove barriers to learning and advising on an alternative curriculum, or Individual Learning Programmes to suit the individual needs of identified students. Support is delivered through in-class support, personalised timetables, one-to-one support and teaching and the use of the BASE as an area students can access when they need additional support.

  • Attendance Office

Working alongside the SDP department is the Attendance Office, responsible for the monitoring of attendance of all students, chasing up absentees and tackling persistent absenteeism.

The school has an active School Council who meet on a regular basis with the Head teacher to discuss the concerns of students. Students are regularly involved in Student Voice in which they are able to share their views on the school and the provision they receive. Students who work with a keyworker have the opportunity to discuss any concerns and set targets to help them to improve their effort and attainment in school. Furthermore students are encouraged to speak to any member of staff if they wish to make their views heard. Students with EHCPs/statements of SEN are encouraged to have an active involvement in the annual review process where appropriate.

We have excellent links with all support services provided within our Local Authority and their support is called upon when needed. All services involved with the school are regarded as being part of a working partnership whose aim is to provide high quality, holistic support which focuses on the needs of the child.The following services/agencies are available to school:

  • Educational Psychology service
  • Hearing Impaired Service
  • Visually impaired Service
  • Autism Outreach Team
  • Education Welfare Services
  • Social Services
  • Health Services
  • Child and Adolescent Mental Health Services (CAMHS)
  • IYSS Service
  • Vocational Training Providers
  • Others as deemed appropriate

All teaching staff receive training on meeting the needs of SEND students from school based specialist staff. New teachers to school receive training to ensure they are meeting the needs of the students. When necessary, meetings with individual teachers are held to give information on meeting the needs of specific students and individuals.

  • All students are entitled to be included in all parts of the school curriculum and we aim for all students to be included on school trips. We will provide the necessary support to ensure that this is successful.A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a student to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
  • The school has access to disabled toilets and changing facilities including a changing bed and staff are trained in moving and handling procedures. Lifts and ramps are available and lessons are timetabled on ground floor where appropriate.
  • The Inclusion Manager is the primary liaison officer for SEN.We have excellent links with all our feeder schools and a representative from the Curriculum Support Dept attends all Annual Reviews for Y5/Y6 statemented pupils. We collate comprehensive objective and subjective information on all vulnerable students and those with SEN and this informs our provision for their education at Wickersley.   Parents of Year 6 students are invited to a transition parents evening and are given the opportunity to discuss any concerns and meet with member of the support team. Identified pupils are also offered extra transition support in the form of visits to the school and transition activities during Y6 and the Autumn term of Y7.We hold Y9 Transition Planning Reviews in which the Careers officer is involved. All Y11 pupils receive information and guidance about Post16 options and support to access these options where necessary. Students that require additional advice are supported by their keyworker and mentors to identify early their career aspirations and support them to achieve these.

The Curriculum Support Dept receives an annual departmental allowance to cover the costs of materials, books and apparatus. It is the responsibility of the faculties within school to delegate sufficient resources to special needs within their own subject areas. Funding by the local authority for SEN is based on a formula which takes into account:The number of students on roll.

The prior attainment of pupils at the school

This funding is used to support all pupils with SEN whether or not they have a statement/EHC. The needs of individual students are assessed within the school’s monitoring systems and resources are deployed according to need. Needs may be met by in class support or by intervention programmes delivered individually or to small groups on a withdrawal basis. A very small number of pupils who are identified as having significant needs are allocated special funding by the Local Authority (Exceptional Needs Funding). The school is responsible for ensuring that this funding is used to the benefit of the individual concerned. The funding of all interventions is tracked through the student Provision map.

Our provision is arranged to meet our students’ needs, within the resources available. This approach reflects the fact that different students require different levels of support in order to achieve age expected attainment.The SENCo and Deputy SENCO consult with subject teachers, Heads of Faculty and Heads of Year, as well as with support staff, to discuss the student’s needs and what support would be appropriate.

There are always on-going discussions with parents/carers for any student who requires additional support for their learning.

Assistant head teacher and SENCO Jessica Stevenson: Jstevenson@wickersley.net

Deputy SENCO Sarah Marshall: smarshall@wickersley.net

All admissions to school are handled by the Local Authorities Rotherham Admissions team.

http://www.rotherham.gov.uk/schools