SEN Report

  1. SEN Provision

Thamesview School is a specialist PD provision. Through the process of identification the school can work out what action needs to be taken to support a pupil. The four broad areas of need give and overview of the range that is planned for:

  • Communication and Interaction, including ASD, Asperger’s Syndrome and Autism.
  • Cognition and Learning, including MLD, SLD and PMLD
  • Social, emotional and mental health difficulties, including ADD, ADHD and Attachment Disorder
  • Sensory and/or Physical needs, including Vision Impairment, hearing impairment and physical disability

The SENCO is an Assistant Headteacher and is a member of the Senior Leadership team.

  1. Identification

Special Education Provision may be triggered when students fail to achieve adequate progress, despite having access to a differentiated programme. Parents/Carers and staff will be informed that the child has special educational needs and appropriate provision will be identified to meet the student’s individual need(s).

Lack of adequate progress may be indicated by:

  • Little or no progress despite the use if targeted teaching approaches and a differentiated curriculum.
  • Working at levels significantly below age expectations, particularly in Numeracy and Literacy.
  • Presenting persistent emotional and/or behavioural difficulties, which have not been manged by appropriate strategies usually employed
  • Sensory or physical impairments that result in little progress despite the provision of appropriate aids or equipment
  • Poor communication or interaction, requiring specific interactions and adaptation to access learning
  1. Policies

The SEN policy complies with the statutory requirements laid out in the SEND Code of Practice 0-25 (January 2015) and has been written with reference to the following guidance and documents:

  • Equality Act 2010: advice for schools DfE Feb 2013
  • SEND Code of Practice 0-25 (2015)
  • Schools SEND Information Report Regulations (2014)
  • Statutory Guidance on Supporting Students at School with Medical Conditions (April 2014)
  • Safeguarding Policy
  • Teachers’ Standards 2012
  1. Assessing and Reviewing

Where a student is identified as having SEND, the school will take action to remove barriers to learning and put effective special educational provision in place. This SEND support will take the form of a four-part cycle of Assess Plan Do Review through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the student’s needs and of what supports the students in making good progress and securing good outcomes. It is at this stage that a child will be placed on the SEND register.

  1. Monitoring and Evaluation of SEND

The school is able to monitor the success of its provision by looking at a number of factors:

  • Accessibility of classrooms for disabled students by adapting timetables and rooming
  • Arrangements to ensure accessibility and safety for all
  • Inclusion in PE through the provision of a differentiated PE curriculum by funding additional members of staff for students with disabilities
  • The progress of SEND students academically and socially through internal and external assessment, and monitoring behaviour and attendance
  • The use of the form tutor and pastoral system to monitor student well-being
  • A SEND Group Hug/mini CPD held twice a term either on specific students or needs
  • Regular meetings with SEND Governor
  • Regular SEND update to the Welfare Governor Committee
  • Support staff being made aware of the specific requirements of students. PD teaching assistants have attended disabled handing courses
  1. Schools Approach to Teaching Children with SEN

“All teachers and teachers of special needs.’

Subject leaders ensure:

  • Appropriate curriculum provision and delivery clearly stated in their schemes of work
  • Appropriate teaching resources for students with SEND

Other Staff:

  • Devise strategies and identify appropriate methods of access to the curriculum, in conjunction with the SEND department
  • Recognising that central to the work of every teacher is the cycle of planning, teaching, assessing and evaluating that takes account of the wider range of abilities, aptitudes and interests of the students in their classes.
  • Monitoring progress of students with SEND against agreed targets and objectives
  • Be fully aware of the school’s procedures for SEND
  • Raising individual concerns to the SENCO

Teaching Assistants:

  • Support students with SEND and the wider school population
  • Plan and deliver individualised programmes where appropriate
  • Monitor progress against targets
  • Assist with drawing individual plans for students
  • Contribute to the review progress, either in person or with a written report
  • Work with small groups in or out of the classroom, under the direction of the class teacher
  • Support SEND students on Educational visits and all other students where possible
  • Jointly plan with teachers, where appropriate
  1. Additional Support

Systems for working with outside agencies are in place. Joint working with other professionals may include advice from:

  • Specialist support/therapies
  • Clinical treatments
  • Delivery of medications
  • Speech and Language Therapy
  • Child and Adolescent Mental Health Service
  • Occupational Therapy
  • Physiotherapy
  • School health
  • Specialist equipment and wheelchairs
  • LIFT
  • Specialist Teacher Service
  • Educational Psychology Service
  • Hearing Impairment Service
  • SMILE centre
  • Connexions
  • Youth Support Service
  • Social Services
  • NASEN
  • PATOSS

Support for SEMH:

  • Learning Mentor
  • Pastoral/Welfare Team
  • Early Help
  • CAMHS
  • West Kent Health Needs
  1. Training and Resources

The school is funded for SEND by the Local Authority. The school will continue to ensure that staff receive training to support the teaching of SEND students. All teachers and support staff undertake induction on taking up the post and this includes a meeting with the SENCO to explain systems and structures in place. The SENCO works closely with the Local Authority and attends meetings and training in order to keep up to date with local and national SEND updates

  1. Allocation of Resources

The school is funded to meet the needs of all their students through its core budget but is additionally funded to support provision for SEND through:

  • Deprivation and underachievement factors, based on the number of students receiving free meals and those underachieving on entry
  • Funding for specific students to meet assessed needs
  • Delegated and designated budgets
  • Also, in some part, the Pupil Premium
  1. Supporting Students and Families

The Local Authority is required to publish the Local Offer with details of support available for families. http://www.kent.gov.uk/education-and-children/special-educational-needs

  • Local Authority and the NHS will support the family
  • The school will ensure access arrangements are put in place for those students who meet exam board criteria
  • Close links with primary schools
  • Attendance of Year 6 reviews
  • Students supported during the Options process at the end of Key Stage 3
  • Effective careers pathways programme and an employed careers advisor
  • The school counsellor

Thamesview works closely with parents and values the contributions they make:

  • Parental reviews are recorded in the Annual Review Procedures
  • Helping their child e.g. hearing them read
  • Attending parents evening
  • Regular contact home
  • New parents attend Open evening prior to transfer and make arrangements for additional visits through the SENCO

Thamesview School acknowledges the role of students as a partner in his/her own education:

  • Actively encouraged to be involved in all decision making by attending the Annual reviews
  • Student views are recorded in the Annual Review Process
  1. Support Services for Parents

The local Information Advice Support Kent (IASK) (formerly Kent Parent Partnership Service) is based at Oxford Road Maidstone.

  1. Transfer Arrangements
  • All documentation about special needs included in a student’s record is transferred between schools
  • Specific enquiries are dealt with by the SENCO
  • A minimum of one additional induction day is arranged as required for all students with SEND and vulnerability factors
  • The records of students who leave at the end of Year 11 are kept and stored in school
  • Documentation relevant to the last review is forwarded to the Post 16 placements
  1. Arrangements for considering SEN related complaints

If a parent is unhappy about the arrangements made to meet the SEN of their child they should in the first instance discuss the matter with the SENCO. The headteacher will address secondary complaints. The matter will be looked into by the school, in a reasonable period of time, in line with the Governors’ arrangements for consideration of complaints.