Special Educational Needs and Disability (SEND)
SEN Information Report
|Director of Support:||Mrs Maureen Burdock|
|SEN Governor:||Teresa Carpenter|
|Local Authority Local Offer:||www.kent.gov.uk/education-and-children/special-educational-needs|
St George’s C of E Foundation School admits students to the school in line with the school’s admission procedure.
The school provides an innovative and challenging learning environment that is totally dedicated to seeking and developing the potential of every young person.
St George’s C of E Foundation School takes a whole school inclusive approach to students with special educational needs, recognising that the vision of the school is the same for all students, whatever their abilities.
The school recognises that a student has SEN (D) if they have a learning difficulty or disability which calls for special educational provision to be made for them and, as defined in the 2014 Code of Practice, the school accepts that a young person has a learning difficulty or disability if
… they have a learning difficulty or disability which calls for ‘special educational provision’ to be made for them and they have significantly greater difficulty in learning than the majority of others of the same age’
The school makes provision in accordance with:
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
Schedule 1 regulation 51– Information to be included in the SEN information report
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
SEN provided for at St George’s Cof E Foundation School
Special Educational Needs are identified in terms of learning, communication, interaction, and emotional health, physical and sensory needs. At St George’s C of E Foundation School we believe that young people have a right to be involved in making decisions and exercising choices. They have a right to receive and impart information, to express an opinion, and to have that opinion taken into account in any matters affecting them. Consequently, the school is committed to working in partnership with the student, parents, carers and outside agencies to identify needs, provide support for them and monitor the progress of all students.
Identification and Early Intervention
- The Director of Support liaises closely with Primary Feeder schools to discuss the current level of support upon transition.
- Mid-year transfers uses information from the student’s previous school if available
- In Year 7 all students complete Cognitive Ability Tests (CATs), reading and spelling age tests on entry.
We will work closely with the young person and their parents to identify what support is needed, what the specific barriers to learning are and to understand why a student may not be making progress. We will then seek to put in place appropriate interventions. All interventions are monitored and evaluated for the effectiveness of their impact.
Special educational needs and provision can be considered as falling under four broad areas:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical
All staff provide high quality teaching which allows students to learn effectively. A range of teaching and learning strategies may be required to ensure that all students can access the curriculum.
- Members of staff understand that they are all teachers of students with special educational needs and may need to differentiate work accordingly.
- All students, regardless of ability, have full access to a wide range of suitably challenging educational opportunities which are appropriate to their needs.
- Every student at the school is provided with opportunities to make progress in every aspect of their development, enabling them to be the best they can be
- Access arrangements for public examinations are applied for
Please see the Appendix 1 at the end of this document.
In order to fulfil our commitment to fully support every child we have access to a range of specialist via the Local Inclusion Forum Team (LIFT). The Team looks at the difficulties facing students and discusses ways of helping them. As a result we access support from the Educational Psychologist and the Specialist Teachers Service.
We may also make referrals to:
- The Speech and Language Service
- CYPS (Children and Young Person Services)
The arrangements for consulting parents of students with Special Educational Needs
From making an application for a place and throughout their child’s time at the school, parents are given regular opportunities to discuss their child’s needs, progress and concerns. These opportunities can occur, for example, through:
- Meetings to agree transition arrangements and support. The Director of Support meets with SENCOs from feeder primary schools during the Summer Term. Bespoke transition plans are put in place where necessary
- Meetings to discuss progress with the Year Team and/or Director of Support or other appropriate member of staff following the publication of the Academic Overview ( 5 times per year) or following a parent request
- Statutory meetings and reviews
- The school records the outcomes of these meetings so that everyone is clear about what has been said and agreed
- Through parent surveys
Arrangements for consulting students with Special Educational Needs
The young person is central to the planning for, and the review and evaluation of the support they have been given to support their progress. St George’s C of E Foundation School is committed to hearing their voice and to ensuring their needs are met. The school seeks to ensure that the young person is empowered to bring to the attention of staff their needs and the best ways in which they can be supported. This could be through:
- SEN student representation on the School Council
- Age appropriate conversations about targets and progress
- Working with outside professionals
- Participation in statutory meetings or annual reviews
- Director of Support open door policy for students
Arrangements relating to the treatment of complaints from parents to students with Special Educational Needs
As a school, we work hard to be in effective communication with students and parents, and to listen and respond positively to any concerns brought to our attention. We are committed to taking all concerns seriously and would like to think that, through being open and accessible, concerns can be both raised and dealt with easily.
If the situation arises where parents have a concern about the provision being made for their child or the impact of that provision, and feel that the Director of Support has been unable to reassure them that needs are being met effectively, then the school’s Complaint Procedure – which is available by request – sets out clearly what the steps are to draw these concerns to the school’s attention.
Evaluation and Effectiveness of Interventions
Student progress is tracked following every Academic Overview Data Drop. Here at St George’s C of E Foundation School we follow the ‘assess, plan, do, review’ model and ensure that parents and students are involved at each step. A baseline will be recorded which can be used to compare the impact of the provision.
If a student has a Statement or Education Health Care Plan reviews will take place following interventions and will also be formally reviewed annually.
Supporting students moving between phases of education and in preparation for adulthood
- For students transferring to St George’s from primary school, meetings are arranged with parents and SENCOs to agree transition arrangements and support. Bespoke transition arrangements are agreed where necessary.
- Year 6 students invited to attend ‘taster sessions’ in all subject for one hour per week during the Summer Term. SEN students are encouraged to attend and parents have the opportunity to meet with the Director of Support should they wish to.
- All students attend two ‘Transition Days’. Teaching Assistants and teaching staff are made aware of students with SEN so that they can be supported.
- In Year 8 students start to receive careers advice from our designated Connexions advisor. The Director of Support meets with the advisor to highlight the needs of SEN students.
- In Years 9,10 and 11 the Connexions advisor continues to liaise with the Director of Support so that students’ needs are met
- A representative from East Kent College attends the Transition meetings of students with Statements or Education Health Care Plans and transition arrangements are agreed.
How students with SEND are enabled to engage in activities available with students in the school who do not have SEND
At St George’s C of E Foundation School we work hard to ensure that no student is disadvantaged in terms of facilities and equipment dependent upon need. To ensure that we achieve this goal we work with outside professionals such as specialist teachers, occupational therapy and specialist nursing team. Our broad approach here is captured in our equality and disability policies which are available on our website or open request.
All students are encouraged to attend a range of after school subject based clubs as well as Homework Club, Art Club and Drama Club which are led by Teaching Assistants(full details available on request).
SEN students are encouraged to attend school trips. Parents are consulted where there may be mobility or medical issues to ensure that all needs are met.
Support for improving emotional and social development
The pastoral House Team at St George’s Church of England Foundation monitors and support the emotional and social development of students in their care as well as their educational achievement.
If bullying is reported the House team will meet with all students concerned and liaise with their parents to resolve the issue. For other emotional and social development difficulties the following interventions may be put in place:
- Meetings with the school counsellor
- Referral to our Family Liaison Manager
- Referral to our Attendance Welfare Officer
- Referral to CYPS
- Referral to the Educational Psychologist
For any SEND questions or information please contact Mrs Maureen Burdock, Director of Support.
Revised 15 October 2015
Revised 24 January 2017