DOCSLIB.ORG

The Dorset Studio School Special Educational Needs and Disabilities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Dorset Studio School Special Educational Needs and Disabilities The Dorset Studio School Special Educational Needs and Disabilities Information Report 1 Contents Special Educational Needs staff and contact details Page 6 What kind of special needs does the Dorset Studio School make provision for? Page 7 What type of support do we have at Dorset Studio School? Page 9 How do we identify and assess special educational needs and disabilities? Page 10 How do we measure the progress being made by our students with SEND? How do we know that our support works? Page 12 How does the Studio School support students with SEND through transition? Page 13 How do we ensure that students with SEND are not treated less favourably? Page 14 What extra-curricular activities can a student with SEND access at Dorset Studio School? Page 15 2 What training do Dorset Studio School staff have to help them support students with SEND? Page 15 How is the curriculum adapted for students with SEND? Page 16 How are parents of students with SEND involved in the education of their child? Page 17 How are students with SEND involved in their own education? Page 18 How do we deal with complaints by a parent of a student with SEND or by a student with SEND? Page 18 How does the governing body involve other people in meeting the needs of students with SEND including support for their families? Page 19 What provision is there for students who are looked after by the authority and have SEND? Page 20 How is the learning environment adapted for students with SEND? Page 20 How does the Dorset Studio School prevent bullying? Page 21 How does the Dorset Studio School get more specialist help if students need it? Page 21 3 Who are the support services that can help parents with children who have SEN? Page 21 Dorset’s Local Offer Page 22 Post-16 Information Page 23 4 Introduction The Dorset Studio School is designed to equip young people with the skills, knowledge and experience they require to succeed in the land and environmental sectors. Students commence study of GCSEs in Year 9 and enjoy an innovative curriculum including a full range of academic qualifications (equating to 10 GCSEs), along with regular work placements from Year 10 onwards. The school operates from its own new state-of-the-art building, with modern teaching and learning spaces that reflect a workplace environment. Our students also benefit from the facilities on the Kingston Maurward College campus. Students need to have a strong sense of responsibility to enable them to fully participate safely and engage with the demanding expectations of the school, campus and workplaces. We have a qualified part-time SENCo, a qualified part- time Assistant SENCo, a part-time teacher to deliver literacy interventions and teaching staff who ensure that the needs of students with SEND are met. In this booklet you will find information that will answer your questions on Special Educational Needs and Disabilities and how we provide for them at the Dorset Studio School. If you have any further questions do not hesitate to contact our SENCo at [email protected] or 01305 215028. 5 Special Educational Needs staff and contact details Mrs Suzanne Cray, Assistant Principal [email protected] Mrs Kerry Smith, SENCo [email protected] E Parker, Assistant SENCo [email protected] Miss M Loveless, Cover Supervisor/Maths Intervention Support [email protected] Ms R Thomas, Literacy Intervention Support [email protected] Alternatively, staff can be contacted by calling 01305 215028 Kerry Smith’s (SENCo) direct telephone number: 01305 215270 6 What kinds of special needs does the Dorset Studio School make provision for? Our first response to supporting students with Special Educational Needs and Disabilities (SEND) is to provide high quality first teaching which targets a student’s area of development through a differentiated curriculum. If a student still continues to make less than expected progress the Special Educational Needs Team will assess whether the student has SEN. Any student identified as having a learning need will have at least one of four broad areas of need. This enables us to make sure we are taking appropriate action to support a student’s needs. On the following page, you can see the four broad areas of need and the interventions we put in place, as a school, to support them. 7 Area of Need Examples of support in our School How we check the support is working Cognition and Learning Differentiation through quality Interventions will be evaluated This is when a student learns at a first teaching, some small through lesson observations, slower pace than others in their teaching groups and small group learning walks, teacher class. It may be that they have a literacy and numeracy support. assessment, parent views, low reading or comprehension Individual literacy and numeracy student views, external age. This also includes conditions support may be available. We are assessments, GL assessments and such as dyslexia, dyscalculia and currently using GL Assessments, a Schonell assessments. dyspraxia. literacy intervention called ARROW and professionals from SENSS. Communication & Interaction Differentiation through quality Interventions will be evaluated This is when a student has first teaching and some small through lesson observations, difficulty communicating with teaching groups. Our SENCo has learning walks, teacher others. This may be because they undertaken national autism assessment, parent views, have difficulty saying what they training. Our Assistant SENCo has student views, CSW assessments want to, understanding what is specific experience of working in and external assessments. being said to them or they do not this area and where appropriate understand or use social rules of works closely with students that communication. have a diagnosis of autism or Asperger’s. A member of the Speech and Language Therapy Team visits us and makes recommendations that one of our intervention team delivers. Social, emotional and mental Differentiation through quality Interventions will be evaluated health difficulties first teaching and some small through lesson observations, These difficulties may include teaching groups. Some 1:1 or learning walks, teacher becoming withdrawn or isolated, small group support is available assessment, parent views, as well as displaying challenging, from our Assistant SENCo. We student views, external disruptive or disturbing endeavour to work with assessments, attendance data, behaviour. These behaviours may Children’s Adolescent and Mental behaviour data and PASS. reflect underlying mental health Health Service (CAMHS), as well difficulties, such as anxiety and as the social care team and the depression, self-harming, eating Educational Psychology Service. disorders or substance misuse. Other children or young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Sensory and/or physical needs Differentiation through quality Interventions will be evaluated This is when a student has a first teaching and some small through lesson observations, disability that hinders them from teaching groups. Risk assessments learning walks, teacher using the educational facilities will be carried out and reasonable assessment, parent views, generally provided, such as a adjustments will be made (e.g. student views, and external visual, hearing or multi-sensory accessibility, health and safety). assessments. impairment. 8 What type of support do we have at Dorset Studio School? At Dorset Studio School we endeavour to ensure each student with SEND gets the support they need. Subject teachers are responsible for the progress and development of students in their class. High quality teaching, differentiated for student’s needs, is the first way we respond to students who have SEND. Additional intervention and support cannot make-up for a lack of good teaching. To support this, teaching at Dorset Studio School is regularly reviewed. We also have a range of interventions to support students with SEND. These include: Differentiation in lessons through quality first teaching Some small class teaching Maths Intervention Literacy Intervention including a programme called ARROW and guided reading SEMH Interventions delivered by the Assistant SENCo A member of the Speech and Language Therapy Team visits and makes recommendation that one of our intervention team will support students with Visits from a member of the SENSS Interventions will be evaluated every 6 weeks to ensure that students are making progress. The impact of interventions will be assessed using a variety of methods such as teacher assessment, student and parent feedback, reading assessments, spelling assessments, GL assessments, external assessment, learning walks and lesson observations. Interventions will be adapted and changed if a student is not making progress. Advice from outside agencies 9 such as SENSS or an Educational Psychologist may also be sought if progress is not being made. How do we identify and assess special educational needs and disabilities? We will initially use transition information from the student’s previous school and carry out GL Assessments. Discussions with parents and students may also identify SEND. We appreciate that parents have a unique insight into their child. Please contact our SENCo, Mrs K Smith, if you wish to discuss the possibility that your child may have SEN. We deliver training to our staff to ensure their understanding of strategies to support and identify vulnerable students is up-to-date. We monitor the grades given to the students by their teachers and also track other forms of data such as attendance and behaviour. We may carry work with external agencies to undertake further assessment. These external agencies include Dorset SEN Specialist Service (SENSS), Speech and Language Therapists, Educational Psychologists and Children’s Adolescent and Mental Health Service (CAMHS). When a student is identified as having SEND we use a four-step process to ensure barriers to learning are removed and effective provision is put in place.
Load more

Recommended publications
  • Special Educational Needs and Disability Information
    STEPHENSON STUDIO SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITY INFORMATION What kinds of special educational needs does the school make provision for? Stephenson Studio School welcomes students with special educational needs as defined by the new SEND Code of Practice 2014. We expect students to access mainstream lessons and activities, with support, where necessary. Stephenson Studio School caters for a wide range of Special Educational Needs, Disabilities and medical needs. These include ASD, dyslexia, ADHD, physical difficulties such as hypermobility, diabetes and emotional difficulties. Working closely with parents and professionals we will always seek to teach every child so they can achieve his or her best. How does the school know if students need extra help and what should I do if I think that my child may have special educational needs? Progress and achievement is rigorously tracked and the data is used to identify both underachievement and lack of progress. We gather information from: KS2 teacher assessments including SATs results Primary Annual Reviews and transition meetings EHC Plan documentation Information from outside agencies including ADHD Solutions, Behaviour Support Service, Educational Psychology Service and the Autism Outreach Team Baseline Assessments in English, maths and science, including standardised literacy testing Where we have concerns about progress we will seek advice from other agencies as appropriate. When a child is transferring from a different setting a process is put in place to ensure successful transition. Within the school the progress of every child is carefully tracked and any concerns due to these assessments, or professional observations, will be raised with the parent by the Tutor, Personal Coach or SENDCO.
    [Show full text]
  • Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
    Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next.
    [Show full text]
  • (2018). Employability Skills in Studio Schools. Investigating the Use of The
    Employability Skills in Studio Schools Investigating the use of the CREATE Framework October 2018 Dr James Robson, Ashmita Randhawa and Professor Ewart Keep SKOPE Research Centre, University of Oxford Table of Contents ACKNOWLEDGEMENTS ............................................................................................................ 3 EXECUTIVE SUMMARY ............................................................................................................. 4 1. INTRODUCTION .................................................................................................................... 8 2. METHODOLOGY ................................................................................................................. 10 Phase 1 ............................................................................................................................... 10 Document Analysis ......................................................................................................... 10 Semi-structured Interviews ............................................................................................ 12 Phase 2 ............................................................................................................................... 12 Phase 3 ............................................................................................................................... 13 Ethical Considerations ........................................................................................................ 15 3. FINDINGS ...........................................................................................................................
    [Show full text]
  • Parent Handbook
    Parent Handbook Willow Nest Studio, Inc. 592 16th Street, Brooklyn, NY 11218 P: 646-236-3116 Email: [email protected] www.willowneststudio.com Willow Nest Studio Introductory Information Willow Nest Studio, Inc is a NY State Licensed and insured Group Family Day Care Provider that operates in a studio space on the second floor of a Windsor Terrace dwelling. In September of 2015, the owner and founder of this childcare facility, Elisha Georgiou, obtained this license from the New York State Office of Children and Family Services while designing her home-based studio school. This license serves to allow Willow Nest Studio, Inc. to best provide playgroup services and arts enrichment classes to toddlers, preschool aged-children, and also school-aged children. Story Tree Playgroup is a drop-off, home-based preschool alternative program at the Willow Nest Studio space in Windsor Terrace Brooklyn. Elisha Georgiou is the founder, director, provider and head teacher at Story Tree Playgroup and the owner of Willow Nest Studio. In addition to holding a NY State license to provide child care in her residence, she also holds a Masters of Education from Teacher’s College, Columbia University. Story Tree Playgroup is a mixed-age environment admitting children between ages 2.5- 4.5. We suggest 3-4 days of enrollment per week, with a minimum of three hours per day and a maximum of six hours per day. Elisha is supported by one assistant when working with children more than 6 in number. All teachers are screened by the NYC Department of Health including fingerprinting and background check.
    [Show full text]
  • Dowling College, New York Studio School of Drawing, Painting & Sculpture and Glasgow Caledonian New York College
    THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: The Honorable the Members of the Board of Regents FROM: Elizabeth R. Berlin SUBJECT: Conferral of Degrees: Dowling College, New York Studio School of Drawing, Painting & Sculpture and Glasgow Caledonian New York College DATE: August 29, 2019 AUTHORIZATION(S): SUMMARY Issue for Decision (Consent Agenda) Should the Board of Regents confer degrees upon students successfully completing programs at Dowling College, New York Studio School of Drawing, Painting & Sculpture and Glasgow Caledonian New York College? Reason(s) for Consideration Required by State statute and State regulation. Proposed Handling This question will come before the full Board at its September 2019 meeting, where it will be voted on and action taken. Background Information Section 208 of the Education Law gives the Regents the authority to make awards in certain circumstances. By statute and regulation, institutions of higher education that have provisional charters do not have authority to award degrees. Until such time as a charter is made absolute, the Board of Regents awards degrees on behalf of provisionally chartered institutions. In the case of closed institutions of higher education, in order to hold students harmless, the Board of Regents awards degrees to eligible students who complete the requirements for their registered degree programs at other institutions, for specified periods of time. BR (CA) 2 Dowling College Dowling College, which was located at 150 Idle Hour Boulevard in Oakdale, New York, was granted an absolute charter by the Board of Regents on September 27, 1968. On August 31, 2016, Dowling College closed.
    [Show full text]
  • Kindergarten Parent Guide
    Kindergarten Guide www.adams12.org/kindergarten We are excited to welcome new kindergarten students and their families into our district community. The beginning of kindergarten is a major time of transition for both children and their families. The information provided here was compiled by parents for parents in the hopes that it will answer your questions and help you and your child feel prepared and excited to begin the school journey. It’s true! Kindergarten provides all students the first experience of their academic career. While there is still a strong emphasis on your student’s social-emotional development, the kindergarten experience in Adams 12 Five Star Schools provides every student with rigorous academic programs necessary to develop a strong foundation that will help them succeed as they progress through their elementary and secondary school career. HOW OLD DOES MY CHILD NEED TO BE TO START KINDERGARTEN? Your child must be 5 years old on or before Oct. 1 of the school year he/she will start school. If your child misses the cut-off date but is a highly advanced gifted student (at or above 98th percentile on nationally normed assessments as per Colorado Department of Education guidelines), you can apply for early entrance. For more GIFTED & information on early entrance, please visit www.adams12.org/kindergarten. TALENTED HOW DO I KNOW WHAT SCHOOL MY CHILD SHOULD ATTEND? The district has school boundaries based on geography. To find what elementary school your child should attend, SCHOOL please visit www.adams12.org/boundary-locator. BOUNDARY WHAT IF I WANT TO CHOOSE MY CHILD’S SCHOOL? You can check for information on the district’s website regarding which schools are open for Choice.
    [Show full text]
  • RECOMMENDED to CABINET Education Travel Policy for the Academic Year 2020-21
    RECOMMENDED TO CABINET Education Travel Policy for the academic year 2020-21 This applies to: • All state-funded schools in Devon. • The Transport Co-ordination Service of Devon County Council. • All parents and carers of Devon-resident children of statutory school age or Rising 5s seeking transport assistance to and from an education setting. Policy updated: October 2018 Review date: October 2019 for 2021-22 and then annually unless a need to review earlier is identified Description of Policy This policy describes how eligibility for transport to and from education settings will be determined and how transport will be provided. Linked Policies In-Year, Normal Round Co-ordinated Admissions Schemes 2020 Education Travel Policy – updated 31 January 2019 © Devon County Council 2019 If this document is printed, it may not be the most up-to-date version. This will be available at www.devon.gov.uk/admissionarrangements Page 1 Education Travel Policy for the academic year 2020-21 Section Contents Page General Information and Contacts 4 Summary 5 Policy 1 Equality Statement 7 2 Safeguarding Statement 7 3 Introduction 7 4 Section A – children below statutory school age 8 5 Section B – children of statutory school age at a primary school 9 6 Section C – children of statutory school age at a secondary school 11 7 Section D – children and young people with special educational needs 14 8 Section E – further information 15 8.1 Roles and responsibilities of the parent 15 8.2 Applications for transport assistance 16 8.3 Roles and responsibilities of
    [Show full text]
  • Establishing and Leading New Types of School: Challenges and Opportunities for Leaders and Leadership
    Inspiring leaders to improve children’s lives Schools and academies � Establishing and leading new types of school: challenges and opportunities for leaders and leadership Resource Contents � Acknowledgements ..........................................................................................................................3 � Executive summary .........................................................................................................................4 � 1: Introduction .................................................................................................................................8 � 2: Methodology .............................................................................................................................12 � 3: Key lessons from research on setting up and leading new schools .......................................14 � 4: Establishing new types of school: the role of school leaders .................................................20 � 5: Leadership in new types of school ............................................................................................34 � 6: Role of promoters and governors in the leadership of new types of school .........................52 � 7: New types of school and their partnership networks .............................................................59 � 8: Professional skills and development of leaders of new types of school ................................66 � 9: Recommendations .....................................................................................................................78
    [Show full text]
  • University Technical Colleges
    BRIEFING PAPER Number 07250, 27 July 2020 By Robert Long, Shadi University Technical Danechi, Nerys Roberts, Philip Loft Colleges Inside: 1. The development and role of UTCs 2. Expenditure and Financial Position of UTCs 3. Pupil Profile 4. UTCs: Performance and Ofsted Reports 5. Commentary on UTCs 6. Policy Developments post- 2015 7. Reports on UTCs www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 07250, 27 July 2020 2 Contents Summary Briefing 3 1. The development and role of UTCs 5 1.1 Conception 5 1.2 What are UTCs? 6 1.3 Opening a New UTC 8 1.4 Closure/Conversion of UTCs 11 2. Expenditure and Financial Position of UTCs 14 3. Pupil Profile 18 3.1 Free School Meals 18 3.2 Special Educational Needs 18 3.3 Gender 18 4. UTCs: Performance and Ofsted Reports 20 4.1 Pupil Attendance 20 4.2 GCSE results 21 4.3 Pupil Outcomes: Destinations 21 4.4 Ofsted Reports 22 5. Commentary on UTCs 23 6. Policy Developments post-2015 26 6.1 2015 Pause in UTC Programme 26 6.2 Requirement to inform parents 26 6.3 ‘Baker Clause’ 26 6.4 Membership of Multi-Academy Trusts 28 6.5 Impact of EBacc 29 6.6 Introduction of T-Levels 30 7. Reports on UTCs 31 7.1 Public Accounts Committee (2020) 31 7.2 NAO Report (2019) 32 7.3 Education Policy Institute (2018) 33 7.4 IPPR (2017) 34 7.5 NFER Report (2017) 36 Cover page image copyright: Laboratory by biologycorner.
    [Show full text]
  • ISAAGNY Member Schools 2020-21 Independent School Admissions Association of Greater New York
    ISAAGNY Member Schools 2020-21 Independent School Admissions Association of Greater New York 14th Street Y Preschool Montclare Children’s School The Convent of the Sacred Heart School of New 92nd Street YM-YWHA Nursery School Morningside Montessori School York A Town House International School Nursery School of Habonim The Dalton School Alexander Robertson School Park Avenue Methodist Day School The Elisabeth Morrow School All Souls School Park Avenue Synagogue Penn Family Early The Episcopal School in the City of New York Bank Street School for Children Childhood Center The Family Annex Barrow Street Nursery School Park Children’s Day School The Family School / Family School West Basic Trust Infant and Toddler Center Poly Prep Country Day School The First Presbyterian Church in the City of Beginnings Nursery School Professional Children’s School New York / First Presbyterian Church Birch Wathen Lenox Purple Circle Day Care Inc. Nursery School Broadway Presbyterian Church Nursery School Rabbi Arthur Schneier Park East Day School The Gateway School Blue School Red Balloon Daycare Center Inc. The Harvey School Brooklyn Friends School Resurrection Episcopal Day School The Hewitt School Brooklyn Heights Montessori School Riverdale Country School The IDEAL School of Manhattan Brotherhood Synagogue Nursery School Rodeph Sholom School The International Preschools Central Synagogue May Family Nursery School Roosevelt Island Day Nursery The Kew-Forest School, Inc. Chelsea Day School Rudolf Steiner School The Madison Avenue Presbyterian Church Children’s All Day School Saint Ann’s School Day School Christ Church Day School Saint David’s School The Masters School City and Country School Seton Day Care Medical Center Nursery School Collegiate School St.
    [Show full text]
  • Home to School Transport Policy 2021-2022
    Home to School Transport in the Royal Borough The Royal Borough of Windsor and Maidenhead provides some help and support with home to school transport. This policy applies from September 2021 and covers: • Home to school transport for children aged 4 to 16. • Home to school transport for children with special educational needs. Home to school and college transport for young people aged 16 and over is detailed in the separate Post 16 Policy Statement This policy sets out: • The rules for deciding who gets help with transport. • How to apply for assistance. • What type of transport might be provided. • Special circumstances when more help may be available. Welcome Children and young people arriving at school or college in the morning will best achieve their potential if they are on time and ready to learn. For most families, this means that they make their own arrangements to get the child or young person to school or college and pupils are encouraged to engage in active travel to school such as walking or cycling, accompanied as appropriate. Some children and young people can get help with their journey to and from school from the Royal Borough if they live more than a certain distance from their nearest school, or if they have special educational needs that mean that they can’t safely walk to school. We provide this help in line with national guidelines and legislation, which means that some children and young people are eligible for free home to school transport. This guide sets out who is eligible for this help.
    [Show full text]
  • New York Metro Area Member Day Schools
    New York Metro Area Member Day Schools A.C.T. Early Childhood Program at The Cathedral of Children’s All Day School and Pre-Nursery St. John the Divine Christ Church Day School Aaron School The Church of the Epiphany Day School The Abraham Joshua Heschel School The Churchill School and Center Academy of St. Joseph City and Country School The Acorn School Collegiate School Alexander Robertson School Columbia Grammar and Preparatory School All Saints Episcopal Day School Columbia Greenhouse Nursery School All Souls School Columbus Pre-School The Allen-Stevenson School Congregation Beth Elohim Early Childhood Center Avenues: The World School Corlears School Bank Street School for Children The Dalton School Barrow Street Nursery School The Day School at Christ & Saint Stephen’s Basic Trust Dillon Child Study Center at St. Joseph’s College Battery Park Montessori The Downtown Little School Battery Park City Day Nursery Dutchess Day School Bay Ridge Preparatory School Dwight School Beansprouts Nursery School Dwight-Englewood School New York York 10028 New York New East 82nd Street 115 The Beeekman School (& The Tutoring School) Eagle Hill School (Greenwich, CT) Beginnings Nursery School East Woods School The Berkeley Carroll School The École The Birch Wathen Lenox School Educational Alliance Preschool at the Manny Blue School Cantor Center The Brearley School The Elisabeth Morrow School The Brick Church School The Episcopal School in the City of New York The British International School of New York Ethical Culture Fieldston School Broadway
    [Show full text]