Clarendon S School SEND Information Support September 2014

Clarendon’s school SEND information support September 2014

SEND Code of Practice 2014 (Special Educational Needs and Disability)

The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to children and young people with disabilities, as well as those with Special Educational Needs (SEN).

 There is a clear focus on the participation of children and young people and parents in decision-making at individual and strategic levels

 There is a stronger focus on high aspirations and on improving outcomes for children and young people

It states that 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 or disability if he or she:

 has a significantly greater difficulty in learning than the majority of others of the same age, or

 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

Admissions Initial Admission to Clarendon School  Please note that admissions to Clarendon are through the Richmond Upon Thames SEN panel.  We would encourage all parents/carers of children considering Clarendon School to visit the school and discuss the child’s needs with a member of staff in order to inform your choice of school for your child.  Once papers have been submitted by the Richmond UponThames SEN panel to the school for our consideration, a member of staff will visit your child in their school before making a decision regarding the placement.  Once your child has been allocated a place, we will contact you to plan your child’s transition into our school. Transitions When moving classes in school:  Information will be passed on to the new class teacher in advance and, in most cases, a planning meeting will take place with the new teacher. All records will be shared with the new teacher.  Pupils with autism may have a passport prepared for them to take to the new class to ensure continuity of strategies.

Moving on to 6th Form/ College:  Your child’s transition will be carefully planned and managed by staff from both school and college. You and your child will be involved in this process which will start at the Year 9 Annual Review.

Staff – roles and Teachers at Clarendon ensure that pupils receive excellent responsibilities targeted classroom teaching.

For your child this would mean that:  The teacher has the highest possible expectations for your child and all pupils in their class.  Class Teachers plan lessons taking into account the needs of all groups of children in their class, starting with what they already know, can do and can understand.  Teaching is adapted so that your child is fully involved in learning in class. This may involve things like using more practical learning.  Additional strategies may be put in place to support your child to learn.  Class teachers may work with support staff to meet the needs of your child.  Specific resources and strategies may be used to support your child individually and in groups.

The Manager of Additional Needs is responsible for:  Coordinating all the support for children with additional special educational needs such as autism or physical disabilities, to make sure all children get a consistent, high quality response to meeting their needs in school.  Ensuring that you are: involved in supporting your child’s learning kept informed about the additional support your child is getting o involved in reviewing how they are doing  Ensuring that your child is involved in setting and reviewing targets.  Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapist, Educational Psychologist etc...  Keeping up to date records of your child’s progress, needs and personalised support.  Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.

The Headteacher is responsible for:  The day to day management of all aspects of the school  Ensuring that your child’s needs are met. The Headteacher may delegate day to day strategies to the Manager of Additional Needs and class teachers but remains accountable for this.  Ensuring that the Governing Body is kept up to date about any issues in the school relating to SEND.

The SEN Link Governor makes sure that the necessary support is made for any child who attends the school.

Teaching Assistants may work with your child to support their learning. They are extremely valuable members of staff who work with the teachers to ensure all children are well supported and make progress across the curriculum. In class they support children in the following ways:  Prepare additional resources to support learning  Organise resources and support with visual aids  Support children’s concentration during lessons  Teach children in smaller groups or on a one to one basis  Help to monitor behaviour in class and support the schools behaviour policy  Support children in the completion of work  Facilitate the development of independence

Identification –  Your child’s progress is continually monitored by progression of his/her class teacher. support  His/her progress is reviewed formally every term and a National Curriculum level given in reading, writing, maths and science.  If your child is not yet working within the National Curriculum, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.  In a small number of cases, advice and support from outside agencies may be requested.  The progress of children is formally reviewed at an Annual Review with all adults involved with the child’s education. If you or a member of staff has any concerns about your child’s progress or development a meeting will be arranged. Additional strategies may then be implemented.

Support within  The Manager of Additional Needs supports class school teachers in planning for children who require extra help.  The school has a training plan for all staff to improve the teaching and learning of children. This includes whole school training on SEND issues.  Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

Families and Schools are able to access following additional external professionals through a referral process:  Educational Psychologist  Speech and Language Therapists  Occupational Therapists  Physiotherapists  School Nurse  Multi-Sensory Support Services  Educational Welfare Services  Social Services  Family Support Services  Children’s Counsellors  Primary Mental Health Services  Child and Adolescent Mental Health Services

Details of The following provision is currently offered to the pupils at provision Clarendon according to the needs of the individual pupil, funded by the via a referral process initiated by staff, parents or pupils. It school is funded by the school and is additional to the services listed above.

 ELSAs (Emotional Learning Support Assistants)  Family therapy  Art therapy  Family Support Workers  Pastoral Support Manager  Educational Psychologist  A senior member of teaching staff with a Dyslexia specialism  A senior member of teaching staff with an Autism specialism  TEACCH style workstations  Makaton trained teaching and support staff  Access to our sensory room  Access to our specialist class for pupils with more complex needs (S4)

 Access to specialist support from the Peripatetic Learning Support Assistant team

Funding  The Head Teacher and the Manager of Additional Needs discuss all the information they have about SEND in the school, and decide what resources/training and support is needed.  All resources/training and support are reviewed regularly and changes made as needed.  Additional funding and resources may be available for children with more complex needs.  Parents have the ‘Right to request a personal budget but not a right to have one’. Such requests should be made to the Headteacher at the annual review of a Statement or EHCP.

Accessibility The school is a single storey building with ramps available to each classroom from outside. There are 3 accessible toilets throughout the school. Further improvements to accessibility are planned by Governors through the school’s accessibility plan.

EHC plans In the academic year 2014-15, the school proposes to transfer all Year 6 and year 9 pupils from statements to Education, Health and Care plans, along with those pupils in Year 11 requiring an EHCP for their transition post 16.

This rolling programme will continue over the following two years, with all pupils having transferred to EHCPs by July 2017.

Useful contacts For further information about Richmond’s Local Offer for SEND and the current changes: www.richmond.gov.uk/send  For further information about Richmond Social Services Disabled Children’s Team: [email protected]  For further information about health provision for your child please contact your GP  If you would value additional support you can contact Richmond Parent Partnership: www.richmondpps.org.uk