Amersham School Special Educational Needs (Information) Regulation Annual Report

At Amersham School we believe that each student has individual and unique needs. However, some students require more support than others. If these students are to achieve their full potential, we must recognise this and plan accordingly. We acknowledge that a proportion of students will have special educational needs at some time in their school career. Amersham School aims to provide all students with strategies for dealing with their needs in a supportive environment and to give them meaningful access to the National Curriculum.

Our SEND Policy can be found here

http://www.amersham.bucks.sch.uk/docs/policies/SEN_Policy_-_Jan_14.pdf

1. There are a variety of SEND provisions available at Amersham School. Students are able to access these provisions dependent on their individual needs. These include but are not limited to:

Communication and Interaction 1 2 3 In class support – shared Social Skills Group Educational Psychologist Differentiated curriculum Advice from Speech and Assessment and Intervention planning, activities, delivery and Language Therapists Speech and Language outcome In class – individual support Assessment Seating Position Alternative Curriculum (short Advice from ASD Specialist Before school, Break and term) Speech and Language Therapy Lunchtime Haven ASD Specialist Intervention Form Tutor/Assistant Mentoring Access Arrangements Keywords Matrix Teacher Conference

Cognition and Learning 1 2 3 In class support – shared Literacy Progress (MLU/FRO) Educational Psychologist Differentiated curriculum Year 7/11 Reading Scheme Assessment and Intervention planning, activities, delivery and Catch Up Literacy and Assessment by Specialist outcome Numeracy Teaching Service Seating Position Year 7/8 Immersion Group Specialist Teaching Multi-Sensory Approach In class – individual support Programme – Intensive 1:1 Read, Write, Gold Programme Advice from Specialist Phonics Laptop Teaching Service Alternative Numeracy Club Diagnostic Assessment accreditation/vocational Homework Club courses Access Arrangements STS - C and L Team Keywords EAL Support (PPU) Matrix Teacher Conference

Social, emotional and health (including behaviour)

Amersham School – 2015/2016 updated Sept 2016 1 2 3 Whole school behaviour policy Social Skills Group Educational Psychologist Whole school rewards system In class – individual support Assessment and Intervention Seating Position EWS involvement PRU Outreach/Placement In class support – shared Individual Counselling School Engagement Form Tutor/Assistant (referred) Programme Individual Behaviour Support 10 minute monitoring EWS Action Plan Mentoring Alternative Curriculum (short CAMHS Time out term) Family Resilience Team Lunch/Break Haven PSP Youth Space – No Limits Access Arrangements Addaction Individual Counselling Art Therapy (requested) Diagnostic Assessment ABC Sheets Parenting Course Matrix Connexions Teacher Conference Energise

Sensory and/or physical needs 1 2 3 In class support – shared Advice from Specialist Assessment by Specialist Flexible teaching arrangements Teaching Service ie HI, PD Teaching Service ie HI, PD Laptop Advice from Educational Educational Psychologist Speech to text Psychologist Assessment and Intervention Pencil grips/ergonomic pens Online Occupational Therapy OT Sessions Occupational Therapy Sessions Advice Access Arrangements In class – individual support Teacher Conference Alternative Curriculum (short term)

The school’s Accessibility policy can be found here: http://www.amershamschool.org.uk/docs/policies/Accessibility_Plan_2012-15.pdf

Students with medical needs

 If a student has an additional medical need a detailed care plan will be compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the student and appropriate support is put in place.

The school’s managing medicines policy can be found here:

http://www.amershamschool.org.uk/docs/policies/MEDICINE_POLICY._Feb_14.pdf

The School’s Policy  The school’s policy (including students who do and do not have an EHC Plan) for:  identifying and assessing students with SEND is:

Year 7  Liaison with feeder schools prior to transfer into Year 7.  Transfer of information from feeder schools.  Attendance at Annual Reviews for students with an EHC Plan/Statement in the year prior to arrival in Year 7.  Meeting with parents/carers and/or the child or young person where there are concerns.  KS2 school results are analysed to identify students who are not meeting targets or whose Amersham School – 2015/2016 updated Sept 2016 progress is slower than expected.  Baseline assessment carried out in individual subject areas in first term in Year 7.  CATs (cognitive ability tests) assessment carried out in first term.

Year 7 – 12/13  3 points of assessment in an academic year for reading and spelling for Year 7 students and 2 points of assessment in Years 8 and 9.  Monitoring by subject staff, Departmental Heads, Form Tutors and Year Team Leaders to identify students who are not meeting targets or whose progress is slower than expected. Action plans put in place to support student to meet target grades.  Liaison with teaching staff and monitoring of students who are not meeting targets by the SENCo.  Additional assessment by a specialist teacher to identify students with specific learning difficulties ie dyslexia.  Additional intervention by external agencies to identify other learning difficulties.

 evaluating the effectiveness of its provision for students with SEND is:

 Provision maps are put in place to support students with individual needs. The provision is monitored to measure the impact on the student. There are SMART targets that are reviewed regularly.  Provision Maps are written by relevant staff involved with the student and monitored by the SENCO.  Provision maps are distributed to all staff involved with the student and staff are consulted about its effectiveness.  Provision Maps are discussed with the parent and student.  Providers of provision monitor the progress of students on a termly basis  APC data and additional information from subject teachers, parents and student are used to assess the effectiveness of the provision.

The School’s approach to teaching 2. The school’s approach for teaching students with SEND (including students who do and do not have an EHC Plan)  by adapting the curriculum & learning environment is:

 All students are fully inclusive in all aspects of school life. Where students have specific needs then plans are put in place to allow them to participate fully in activities both in and out of the classroom.  Risk assessments are carried out and procedures put into place to enable all students to participate where possible.  Teaching staff are provided with provision maps and training on strategies to use in the classroom with students who have specific needs.  All students are regularly mentored by form tutor and specific students may be assigned a ‘key worker’ to monitor their additional needs.  Students have 3 points in the academic year where they discuss their progress with their form tutor and parents. Students set their own targets and review their progress during their mentoring sessions.

 with additional support for learning is:

 Students with particular learning needs may be supported in lesson by Raising Attainment Facilitators ie teaching assistants.  All classrooms have a whiteboard.  Students are provided with laptops to use in lesson. Where appropriate students have access to speech to text technology. Amersham School – 2015/2016 updated Sept 2016  through improving the emotional and social development of students with SEND is:

 Emotional and social development is supported through various avenues including support from the Form Tutor, Year Team Leaders and members of the Personalised Learning Team.  Students have access to an onsite school counsellor and additional counselling where necessary from Way In.  The student support manager supports students who are experiencing difficulties with relationships or managing their own behaviour.  Social skills groups are provided for students experiencing issues.  Referral to CAMHS is used where students are experiencing more complicated issues.

The School’s facilities 3. The school’s facilities to include students with SEND and how you obtain new or specialist equipment & facilities is:

The school site is particularly challenging due to the physical location of the school on a steep hillside off the main A404. The school was built in 1965 with minimal consideration for facilities for disabled students or visitors, these are :

 Buckinghamshire County Council has in the past worked with parents to ensure that their child’s needs were met at a school site that best suits their disabilities. They retain responsibility for admissions and are aware of the limiting factors of the site  Stepped access from the road; at front entrance and across the site. A ramp is installed to the side of the front entrance.  Entry buzzer for all visitors. Those needing assistance can seek help from reception staff on entry.  Changing levels with steps from reception to dining hall and steps to outside where there is access to a ramp.  The ramp takes a circuitous route around the site and still has a significant slope in front of J and M Block towards D block.  Temporary ramp for entry to the gym and drama studio. Art Department is not accessible. All blocks are accessible on the ground floor. New Sports Hall is accessible and there is access to a disabled lift.  Blocks on 2 floors only have one staircase (except L block) so only one exit route in emergency.  Gym and drama studio are only accessible up 2 flights of stairs or via lengthy circuit of site on paths. The top door has a high step that is not accessible to wheel chairs or those with restricted mobility. There is a ramp that is able to be put in place manually.  The site also accommodates Adult Education office which relocated to rear car park in Sept 2010. This has been built to latest DDA standards, however, there is a sharp slope from T block across rear car park if accessing from the school. Visitors with mobility problems have designated parking in their car park. Their students also use J block so they can timetable classes on ground floor.  Personal Emergency Evacuation Plans (PEEPS) are in place for every child with a physical disability to identify exit routes from every classroom they access, in the event of a fire.

The School’s training 4. The school’s arrangement for training staff in relation to students with SEND is:

 Training in various aspects of SEND is delivered to staff through the internal CPD programme. The SENCo plans sessions delivered by internal or external staff to improve awareness and skill level of staff in dealing with students with SEND.  Staff also attend training provided by external providers. Staff are encouraged to share Amersham School – 2015/2016 updated Sept 2016 their knowledge and experiences from these courses.  The school works with specialists to provide specific training depending on the needs of the school. The school receives training from the Specialist Teaching Service, Educational Psychology Service, Occupational Therapy, PACE and Speech and Language Service.

The School’s consultation 5. The school’s arrangements to consult with and involve:  parents/carers of students with SEND about the education of their child/ young person is:

 If parents have a concern about their child or young person then they should contact the form tutor in the first instance. Depending on the nature of the concern then the form tutor will discuss with particular teachers or they will discuss with their Year Team Leader. Concerns with regard to academic progress or pastoral care will involve different members of staff and the form tutor and Year Team Leader will retain an overview of the issues involved. Where the concern is specifically SEND related then the issues need to be raised with the SENCo.  Where a student has special needs or requires a particular approach to support them then they will have a provision map that is written in conjunction with the student, parent and carer and relevant staff involved.  Every student has a student planner which is checked and signed by the form tutor once a week and also signed by the parents once a week. The planner may be used to communicate information between school and home.  There are regular APC (Annual Progress Checks) in an academic year. Parents and form tutors meet 3 times a year to discuss the child or young person’s progress.  Students set themselves personal targets which are recorded in their student planner.

The School’s partnerships 6. The school’s governing body/ proprietor involve other bodies (including health, social care, BCC support services, voluntary & community groups) to meet the needs of students with SEND and their families by:

 The Specialist Teaching Service support students and staff with a child or young person who is autistic spectrum, hearing impaired students, physical disability students and students with communication and Interaction issues.  The Speech and Language Service support students and staff with a child or young person who has difficulties with language and communication including social skills difficulties.  The school has retained the services of a speech and language therapist to support students on a weekly basis.  The Education Psychology Service support students, parents and staff with a child or young person whose has a particular issues or persistent issues that are acting as a barrier to them accessing their education.  For students that are experiencing social, emotional, behavioural and health issues the school is supported by CAMHs (Child and Adolescent Mental Health Service), Family Resilience Team, Social Care, Child Protection Services, Connexions, Way In and the Pupil Referral Unit including Chiltern Skills and Enterprise Centre.  Additionally the school has access to Occupational Therapy, Physiotherapy and the School Nurse Service.  Bucks County SEN Team

7. The school’s arrangements for students with SEND transferring between other education providers or preparing for adulthood & independent living is:

Year 6 to 7  Prior to children leaving their primary school the Year Team Leader of Year 7 visits each feeder school to gather information about the prospective students. Prospective students are Amersham School – 2015/2016 updated Sept 2016 invited to the school to take part in activity days and specific events for the students.  Students with SEND either with or without and EHC Plan are invited to visit the school more frequently to relieve any anxieties. Post 16  Connexions provide individual advice and support the student with careers advice.  Students with SEND where necessary are accompanied to new placements.  Information about students SEND and information about access arrangements are passed to the new placement.

The school does collaborate between the following education providers and other settings:  Local further education providers.  Local vocational course providers.

8. The school communicates the contact details for the support listed above to students with SEND and their families by:  School Website.  1:1 discussions.  Annual Reviews.  Various flyers provided.

The School’s key contacts 9. The name and contact details of the school’s SEN co-ordinator? Name: Mrs Marian Eymur Email: [email protected] Tel: 01494 726562 10. The contact for compliments, concerns or complaints from parents of students with SEND? Name: Mrs Sharon Jarrett: Headteacher Email: Email via her PA (Mrs Sue Teden) [email protected] Tel: 01494 726562 The school’s Complaints policy can be found here:

http://www.amershamschool.org.uk/docs/policies/Complaints_Policy.pdf

The School’s link to the Bucks Local Offer Information for the Local Offer for Buckinghamshire is available at www.bucksfamilyinfo.org/localoffer

The Buckinghamshire Local Offer provides information and advice on Special Education Needs & Disability provision, both inside and outside the Local Authority. If you wish to contact Buckinghamshire County Council about the Local Offer please call 01296 383065 or email [email protected]

Amersham School – 2015/2016 updated Sept 2016