SEN & Disability Policy/SEN Information Report

SEN & Disability Policy/SEN Information Report SEN & Disability Policy/SEN Information Report

Northfleet Technology College

Last Revised: January 2016 Member of Staff Responsible: C C Deyzel and Inclusion Department Governor with SEN Responsibility: Elaine Cork Review Date: January 2017

Approved by School Governors: ______

2 CONTENTS Page no Introduction 4 1. General statement 4 2. Aims and Objectives 4-5 3. Definition of SEN 5 4. Definition of Disability 5 5. The kinds of Special Educational Need for which provision is made at 5-6 the school 6. Information about the policy for identification and assessment of students with 6-7 SEN 7. Information about the school’s policies for making provision for 7-10 students with Special Educational Needs whether or not they have EHC plans, including: 7(a) How the school evaluates the effectiveness of its provision for such students; 7(b) The school’s arrangements for assessing and reviewing the progress of students with Special Educational Needs; 7(c) The school’s approach to teaching students with Special Educational Needs; 7(d) How the school adapts the curriculum and learning environment for students with Special Educational Needs; 7(e) The additional support for learning that is available to students with Special Educational Needs; 7(f) How the school enables students with Special Educational Needs to engage in activities within the school (including physical activities) together with children who do not have Special Educational Needs; 7(g) The support that is available for improving the emotional and social development of students with Special Educational Needs; 8. The name and contact details of the director of learning support 10 9. Information about the expertise and training of staff in relation to children and 10-11 young people with Special Educational Needs and how specialist expertise will be secured; 10.Information about how equipment and facilities to support children and young 11 people with Special Educational Needs will be secured; 11.The arrangements for consulting parents of children with Special Educational 11 Needs about, and involving them in, their education; 12.The arrangements for consulting young people with Special Educational 11-12 Needs about, and involving them in, their education; 13.The arrangements made by the governing body relating to the treatment of 12 complaints from parents of students with Special Educational Needs concerning the provision made at the school; 14.How the governing body involves other bodies, including health and social 12 services bodies, local authority support services and voluntary organisations, in meeting the needs of students with Special Educational Needs and in supporting the families of such students; 15.The contact details of support services for the parents of students with Special 12 Educational Needs, including those for arrangements made in accordance with clause 32 (parent partnership services) 16.The School’s arrangements for supporting students with special educational 13 needs in transferring between phases of education or in preparing for adulthood and independent living. 17.Information on where the local authority’s local offer is published. 13 INTRODUCTION

This policy is based on the new legislation and is written in line with the requirements of:-

 Children and Families Act 2014  SEN Code of Practice 2014  SI 2014 1530 Special Educational Needs and Disability Regulations 2014  Part 3 Duties on Schools – Special Educational Needs Co-ordinators o Schedule 1 regulation 51– Information to be included in the SEN information report o Schedule 2 regulation 53 – Information to be published by a local authority in its local offer  Equality Act 2010  Schools Admissions Code, DfE 1 Feb 2012  SI 2012 1124 The School Information (England) (Amendment) Regulations 2012  SI 2013 758 The School Information (England) (Amendment) Regulations 2013

This policy should be read in conjunction with the following school policies: Safeguarding Policy, Behaviour/Discipline Policy, Equalities Policy, Homework Policy, Complaints Policy others?

This policy was developed with the involvement of parents/carers of children with Special Educational Needs, representatives from the governing body and students and will be reviewed annually.

1. GENERAL STATEMENT: All students at Northfleet Technology College are entitled to be valued equally and to enjoy respect as individuals. At Northfleet Technology College, we are committed to offering an inclusive curriculum to secure the best possible outcome for all students whatever their needs or abilities. Staff have high expectations of Students with and Disabilities (SEND), providing appropriate learning & teaching experiences within a supportive pastoral framework. We aspire to nurture students’ expectation and develop their confidence and ambition for high attainment and achievement. We aim to celebrate their successes and to foster their development as independent learners and responsible citizens, in partnership with families and the wider community.

2. AIMS & OBJECTIVES: Northfleet Technology College aims to build confidence in students, a confidence in their teachers and those who support them that they will achieve and be able to contribute to the whole life of the school regardless of ability. Students, particularly those with high needs, will have confidence that the additional support they require will be provided and that targeted resources are at the disposal of staff to ensure they make progress and that they are able to access mainstream lessons with learning needs identified and addressed.

To fulfil these aims, the Inclusion Team will:  Provide all students, of whatever ability, with access to the whole curriculum, thus supporting the philosophy of inclusion  Promote, within the staff, a corporate sense of responsibility for the Special Educational Needs of all students  Indicate to teachers barriers to learning and how to support students to manage those barriers (through IEPs and student passports) in order to maximise the impact of quality first teaching.  Work with primary schools to ensure appropriate provision is made for high needs students.  Maintain communication with students about their learning, progress and needs.  Communicate with parents/carers about their child’s progress and provide opportunities for parents to contribute to Individual Educational Plans and targets (Code of Practice).  Monitor the quality of assessment and action response for SEN/D students to ensure students are being guided in addressing their barriers to learning appropriately.  Advise on how homework should be incorporated into and support student learning to accelerate progress.  Strive for early intervention to address barriers to learning.  Advise on curriculum development to ensure appropriate courses and accreditation routes.  Place an emphasis on independent working skills.

The objectives of this policy are:‐

 to identify and distinguish between the various forms of Special Educational Needs (and additional educational needs) experienced by our students

 to audit, bi ‐ termly, the level of need of students in the school and to use this information to

ensure that appropriate help and guidance are provided for them  to provide detailed information, for all staff, on students’ individual needs  to be a point of reference for subject areas to enable them to develop their own teaching strategies  to keep parents informed of the needs and provision for their children  to keep students informed of provision put in place for them  to use external agencies effectively where applicable.

3. DEFINITION OF SEN

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 him or her.

A child of compulsory school age or a young person has a learning difficulty if he or she:

a) Has a significantly greater difficulty in learning than the majority of others of the same age; or b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. SEN Code of Practice (2014, p 4)

4. DEFINITION OF DISABILITY

Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is’…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ SEN Code of Practice (2014, p5)

5. THE KINDS OF SPECIAL EDUCATIONAL NEED FOR WHICH PROVISION IS MADE AT THE SCHOOL:

At Northfleet Technology College we can make provision for every kind of frequently occurring special educational need without a statement of Special Educational Needs / Education, Health and Care Plan, for instance ADHD, ADD, ASD, Asperger’s syndrome, dyslexia, dyspraxia, speech and language needs and learning difficulties, etc. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met.

The school also currently meets the needs of students with a statement of special educational need / Education, Health and Care plan with the following kinds of special educational need: Communication and Interaction; Cognition and Learning; Social, Mental and Emotional Health; Sensory and / or physical disability including Visual- and Hearing Impairment. Decisions on the admission of students with a statement of Special Educational Needs / Education, Health and Care plan are made by the Local Authority in consultation with the school. The admission arrangements for Students without a statement of Special Educational Needs / Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with Special Educational Needs.

Northfleet Technology College has an appointed team of specialist and experienced staff to lead and develop inclusion provision.

6. INFORMATION ABOUT THE POLICY FOR IDENTIFICATION AND ASSESSMENT OF STUDENTS WITH SEN:

At Northfleet Technology College students are continuously assessed by their teachers. In addition we monitor KS3 Students three times a year and KS4 and KS5 students six times a year to review their academic progress. We also use a range of assessments with all the students at various points such as CATs tests (year 7 or on late entry), Reading Tests (beginning year 7 and every July thereafter), Spelling tests (beginning year 7 and every July thereafter), Secondary Language link (year 7), British Association for Dyslexia Screening (on request supported by evidence) and Irlens Screening (on request supported by evidence).

Where progress is not sufficient, even if Special Educational Need has not been identified, we put in place extra support to enable the students to catch up. Learning support is provided for students in various ways:

 Differentiated teaching & learning in mainstream lessons;  Marking & assessment that is related to learning barriers literacy targets;  In-class support with a General Support Assistant (GSA). (To enhance both the specialist subject knowledge of staff and student independence, learning support is organised in curriculum areas. Our team of Learning Support Assistants, in partnership with teachers, have a commitment to implementing appropriate teaching & learning strategies to provide challenging and manageable learning experiences for our students. Ultimately, each teacher has the responsibility to meet the needs of all the students in the school in their curriculum areas);  Small group withdrawal (literacy, numeracy, skills);  Individual withdrawal;  Support from a professional associated with the school;  Access arrangements in exams for identified students;  Mentoring support;  Progress manager support; and  Revision Sessions.

Some students may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. For these students, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty. At Northfleet Technology College we are experienced in using the following assessment tools. They are the academic progress data gathered through a range of activities including tests, observations, controlled assessments, exams concessions testing, reading testing, Dyslexia testing, etc. In addition to this the school have access to external advisors that can assist with assessments as needed.

The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the student to make better progress. These will be shared with parents, put into a SEN support plan and reviewed regularly, and refined / revised if necessary. At this point we will have identified that the student has a Special Educational Need because the school is making special educational provision for the student which is additional and different to what is normally available.

If the student is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the student as having a Special Educational Need. If the student is able to maintain good progress without the additional and different resources he will not be identified with Special Educational Needs. When any change in identification of SEN is changed parents will be notified. We will ensure that all teachers and support staff who work with the student are aware of the support to be provided and the teaching approaches to be used.

7. INFORMATION ABOUT THE SCHOOL’S POLICIES FOR MAKING PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS WHETHER OR NOT THEY HAVE EHC PLANS, INCLUDING:

7(a) How the school evaluates the effectiveness of its provision for such students:

Each review of the SEN support plan will be informed by the views of the student, parents and class/subject teachers and the assessment information from teachers which will show whether adequate progress is being made.

The SEN Code of Practice (2014, 6.17) describes inadequate progress thus:  Is significantly slower than that of their peers starting from the same baseline  Fails to match or better the child’s previous rate of progress  Fails to close the attainment gap between rate of progress  Widens the attainment gap

For students with or without a statement of Special Educational Needs / Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision. The collation of all annual review evaluations of effectiveness will be reported to the governing body. The Inclusion team are committed to students accessing mainstream learning wherever this is right and appropriate. The priority is that students make at least good progress.

For specific learning needs, such as those related to literacy and numeracy, students will be withdrawn from lessons to participate in small group or one-to-one interventions.

We aim to identify learning needs early in Year 7 to minimise disruption to learning and progress as the student moves through the school. The learning need of a student is addressed at this time because:

 There will be continuity for the student as intervention continues from the primary school setting.  The intervention will help students cope with the demands of the curriculum.  We aim to help students to overcome barriers to learning so that they do not present problems for the student during further years at the school.

The inclusion Team is continually expanding & developing expertise to deliver a variety of intervention programmes. Students will also, where necessary, receive pastoral support and intervention.

7(b) The school’s arrangements for assessing and reviewing the progress of students with Special Educational Needs:

Every student in the school has their progress tracked. Students are continuously assessed by their teachers, for KS3 Students formal assessments take place three times a year and KS4 and KS5 students six times a year to review their academic progress. In addition to this, students with Special Educational Needs may have more frequent assessments of reading age, spelling age etc. The progress of SEN/D students is also monitored by the Director of Learning Support, Progress Leaders and the Leadership Team. The information is used when advising teachers about possible teaching & learning strategies and in progress discussions with students. The assessments we use at Northfleet Technology College are as referred to in section 6. Using these it will be possible to see if students are increasing their level of skills in key areas.

If these assessments do not show adequate progress is being made the SEN support plan will be reviewed and adjusted. 7(c) The school’s approach to teaching students with Special Educational Needs:

High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all students, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable students and their knowledge of the SEN most frequently encountered SEN Code of Practice (2014, 6.37)

In Northfleet Technology College the quality of teaching is judged to be good with elements of outstanding.

We follow the Mainstream Core Standards (http://www.kelsi.org.uk/policies-and-guidance/inclusion- and-achievement-documents - Under Main Stream Core Standards for all) advice developed by Kent County Council to ensure that our teaching conforms to best practice.

In meeting the Mainstream Core Standards the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one tutoring / precision teaching / mentoring, small group teaching, use of ICT software learning packages, revision sessions, Pre-Public Exams, to name a few. These are delivered by additional staff employed through the funding provided to the school as ‘notional SEN funding’

7 (d) How the school adapts the curriculum and learning environment for students with Special Educational Needs:

Our teachers are trained to understand the needs of each child in their class so that they can plan to meet those needs appropriately. For children with identified SEND this can mean adapting their teaching to ensure rapid catch up or in some cases simply ensuring that the child can access the curriculum fully.

We prioritise this training and have designed specific modules for every teacher from those on our initial teacher training programme, through middle and senior leadership programmes. Our inclusion team provide bespoke whole school training to ensure that all teachers are able to meet the needs of the children in their classes. This includes teaching reading and writing, techniques for meeting the needs of dyslexic and autistic children, de-escalating challenging behaviour and creating communication friendly classrooms.

At Northfleet Technology College we follow the advice in the Mainstream Core Standards on how to adapt the curriculum and the learning environment for students with Special Educational Needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of Special Educational Needs / Education, Health and Care Plans.

As part of our requirement to ensure our curriculum and learning environment is appropriate the new school building and its layout allowed for the school to include physical elements that will support the accessibility to the curriculum for all students. These include Lifts, wheelchair access throughout the school, bespoke equipment and furniture and other resources as needed from time to time. This is reviewed by the School Governors on annual basis with individual requests considered on a needs basis. In addition the School Governors meet with the curriculum committee to ensure that the curriculum is in line with the expectations as set out in this policy.

7(e) additional support for learning that is available to students with Special Educational Needs:

As part of our budget we receive ‘notional SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for students requiring SEN support. The amount of support required for each student to make good progress will be different in each case and a full list of the interventions we can offer is on our provision map. In very few cases a very high level of resource is required. The funding arrangements require schools to provide up to £6000 per year of resource for students with high needs, and above that amount the Local Authority should provide top up to the school. 7 (f) How the school enables students with Special Educational Needs to engage in activities of the school (including physical activities) together with children who do not have Special Educational Needs:

All clubs, trips and activities offered to students at Northfleet Technology College are available to students with Special Educational Needs either with or without a statement of Special Educational Needs / Education, Health and Care Plan. Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the student in the activity

7(g) Support that is available for improving the emotional and social development of students with Special Educational Needs:

At Northfleet Technology College we understand that an important feature of the school is to enable all students to develop emotional resilience and social skills, both through direct teaching for instance PSHE, Learning Coach time, SMSC as delivered through the curriculum and indirectly with every conversation adults have with students throughout the day.

For some students with the most need in this area we also can provide the following e.g. access to a Time to Talk counsellor, external referral to CAMHS, referrals to LIFT, referrals to the Early Intervention Team to access commissioned services, mentor time via the school’s Inclusion Unit, Behaviour Support Assistants to look at In-School support Plans, time-out space for students to use when upset or agitated, Social Skills Groups, etc

Students in the early stages of emotional and social development because of their Special Educational Needs will be supported to enable them to develop and mature appropriately. This will usually require additional and different resources, beyond that required by students who do not need this support.

7(h) Learning Support:

Behaviour for Learning is an important part of Northfleet Technology College inclusion provision. Should students experience difficulties affecting their ability or capacity to learn in mainstream classrooms, they may be referred to Learning Support. Learning Support will offer vulnerable students an opportunity to reconnect with their learning, a route into pastoral support if necessary and will provide the inclusion team with an opportunity to assess needs carefully before advising return to mainstream lessons. Although Learning Support is not exclusively for students with a SEND, we expect SEND students to be likely to require the kind of help Learning Support offers. In conjunction with Progress Leaders, the Vulnerable Child Coordinator, the Learning Coordinator and the EAL coordinator will proactively identify students with learning needs and anticipate the help they will need. Through careful analysis of achievement data and information received from discussions with staff, the team will manage learning and pastoral support packages for students. The process of referral provides the learning support team with a diagnosis. The team will work to provide solutions to difficulties with a view to managing the phased return of a student to mainstream learning. Although not definitive, students may be referred to Learning Support for the following reasons:

 Significant underachievement  An inability to manage learning difficulties in a mainstream setting  Barriers to learning are identified or emerge

Attendance issues affecting learning and progress

8. THE NAME AND CONTACT DETAILS OF THE DIRECTOR OF LEARNING SUPPORT:

The Director of Learning Support (SENCO) has specific responsibility for students with a statement of Special Educational Needs/Education and Health Care Plans and the overall attainment and progress of any student listed on the SEN/D register. The role includes:  Taking a lead on improving the quality of teaching and learning for SEN/D students in the mainstream classroom  Leading a team of Learning Support Assistants  Liaising with parents/carers/teachers/LSAs  Leading Annual Reviews  Writing and maintaining IEPs / Provision Maps  Liaising with primary school SENCOs, teachers, children & their parents  Developing and allocating resources (physical and human)  Liaising with post-16 providers  Managing nurture provision  Producing, collecting and sharing information about SEN/D students following interventions or external guidance

The Director of Learning Support at Northfleet Technology College is Mr C Deyzel, who is a qualified teacher and has been accredited by the National Award for SEN Co-ordination and also holds the following qualifications:

 University Diploma in Social Work  Hugenote College 1991  Masters of Diaconiology in Social Work  UNISA 2007  Qualified Teacher Status  Canterbury Christ Church University 2010  Post Graduate Certificate in SEN Coordination  Canterbury Christ Church University 2013

Mr Deyzel is available on 01474 533802 or on e-mail at [email protected] . In his absence, or for any other enquiry, the school office can be contacted at [email protected]

9. INFORMATION ABOUT THE EXPERTISE AND TRAINING OF STAFF IN RELATION TO CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS AND HOW SPECIALIST EXPERTISE WILL BE SECURED:

All teachers and teaching assistants have had the following awareness training: ASD, ADHD /ADD, OCD, Irlens, Hearing Impairment, Visual Impairment, Reading Support, SLCN, Dyslexia, EAL support, Literacy, Couching, Effective use of GSAs in lessons, Effective Lesson differentiation, SEND for Classroom Teaching: Providing Quality first Inclusive teaching.

In addition, the following enhanced and specialist services are avaible in the school: Local Leader in Education at the level of Headteacher, Specialist Leader in Education, Coaching Specialism, School ASD Champion, Dyslexia support; Dyscalculia support; Irlens support; Tier 2 Counsellors and Reading Support.

Where a training need is identified beyond this we will find a provider who is able to deliver it. Training providers we can approach are, Ifield School / Smile Centre special, LIFT, Educational Psychologist, Speech and language therapist, occupational therapists, physio therapist, dyslexia specialists etc. The cost of training is covered by the notional SEN funding.

10. INFORMATION ABOUT HOW EQUIPMENT AND FACILITIES TO SUPPORT CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS WILL BE SECURED

Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it - within reason - using the notional SEN funding, or seek it by loan. For highly specialist communication equipment the school will seek the advice of the KCC Communication and Assistive Technology team. 11. THE ARRANGEMENTS FOR CONSULTING PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ABOUT, AND INVOLVING THEM IN, THEIR EDUCATION:

All parents of students at Northfleet Technology College are invited to discuss the progress of their children on three occasions a year and receive a written grade report after each grade collection and a full written report once per year. In addition we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all students will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the student has a Special Educational Need. All such provision will be recorded, tracked and evaluated on a Provision Map which will be shared with parents three times per year.

If following this normal provision improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs better. From this point onwards the student will be identified as having Special Educational Needs because special educational provision is being made and the parent will be invited to all planning and reviews of this provision. Parents will be actively supported to contribute to assessment, planning and review.

In addition to this, parents of students with a statement of SEN / Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the student. Information will be made accessible for parents.

12. THE ARRANGEMENTS FOR CONSULTING YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS ABOUT, AND INVOLVING THEM IN, THEIR EDUCATION:

When a student has been identified to have Special Educational Needs because special educational provision is being made for him or her, the student will be consulted about and involved in the arrangements made for them as part of person-centred planning. Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.

13. THE ARRANGEMENTS MADE BY THE GOVERNING BODY RELATING TO THE TREATMENT OF COMPLAINTS FROM PARENTS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS CONCERNING THE PROVISION MADE AT THE SCHOOL:

The normal arrangements for the treatment of complaints at Northfleet Technology College are used for complaints about provision made for Special Educational Needs. We encourage parents to discuss their concerns with Learning Coaches, Class or Subject teacher, Head of Community, Learning Support Director (SENCO) or the Inclusion Team to resolve the issue before making the complaint formal to the Chair of the Governing Body.

If the complaint is not resolved after it has been considered by the Governing Body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases.

There are some circumstances, usually for children who have a Statement of SEN / Education Health and Care plan where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.

14. HOW THE GOVERNING BODY INVOLVES OTHER BODIES, INCLUDING HEALTH AND SOCIAL SERVICES BODIES, LOCAL AUTHORITY SUPPORT SERVICES AND VOLUNTARY ORGANISATIONS, IN MEETING THE NEEDS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND IN SUPPORTING THE FAMILIES OF SUCH STUDENTS:

The governing body have engaged with the following bodies:-  Free membership of LIFT for access to specialist teaching and learning service;  A ‘buy-in’ agreement with Educational Psychology service as directed by LIFT;  Link to Disabled Children’s Service for support to families for some students with high needs;  Access to local authority’s service level agreement with Speech and Language Therapy Services / Occupational Therapy Services / Physiotherapy Services for student with requirement for direct therapy or advice;  Ability to make ad hoc requests for advice from Communication and Assistive Technology Team, etc ;  Membership of professional networks for SENCO e.g., SENCO forum, NASEN.

15. THE CONTACT DETAILS OF SUPPORT SERVICES FOR THE PARENTS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, INCLUDING THOSE FOR ARRANGEMENTS MADE IN ACCORDANCE WITH CLAUSE 32 (PARENT PARTNERSHIP SERVICES):

Kent Parent Partnership Service (KPPS) provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with Special Educational Needs or disabilities (0-19). They empower parents to play an active and informed role in their child’s education. They can be contacted on

HELPLINE : 03000 41 3000 Office : 0300 333 6474 and Minicom : 0300 333 6484 E-mail : [email protected] http://www.kent.gov.uk/kpps

16. THE SCHOOL’S ARRANGEMENTS FOR SUPPORTING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN TRANSFERRING BETWEEN PHASES OF EDUCATION OR IN PREPARING FOR ADULTHOOD AND INDEPENDENT LIVING:

At Northfleet Technology College we work closely with the educational settings used by the students before they transfer to us in order to seek the information that will make the transfer as seamless as possible. An Assistant Head KS3 and the Learning Support Director liaise with all primary schools to ensure that all essential information is transferred. This is done by school visits and discussions with the relative SENCOs and Year 6 teachers. In addition to this there is an agreed transition programme that the school adheres to.

We also contribute information to a students’ onward destination by providing information to the next setting.

17. INFORMATION ON WHERE THE LOCAL AUTHORITY’S LOCAL OFFER IS PUBLISHED:

The local authority’s local offer is published and can be found on www.kent.gov.uk through the following link: http://www.kent.gov.uk/education-and-children/special-educational-needs and parents without internet access should make an appointment with the SENCO for support to gain the information they require.