Family Information Directory Terms and Conditions
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Local Authority School. At Sturminster Newton High School we set high standards for academic and personal achievement. Young people leaving this school will be confident individuals with the necessary ‘life’ skills for further success at university, college or in employment. We emphasise the development of good organisational, communication, ICT and problem-solving skills, thus developing young people who can use their initiative and relate well to others. In return, we expect good manners, respect for the school and a positive attitude towards learning.
- Venue address
- DT10 1DT
- Opening times
- Mon: 08:30-13:10 And 14:00-15:00
Tue: 08:30-13:10 And 14:00-15:00
Wed: 08:30-13:10 And 14:00-15:00
Thu: 08:30-13:10 And 14:00-15:00
Fri: 08:30-13:10 And 14:00-15:00
Ofsted Registered Details
- Ofsted inspection result
|Date of last inspection||Inspection result||Ofsted report|
- Wheelchair accessible
- Wheelchair accessible on the ground floor, using ramps and platform lifts.
- Other Facilities
- Variety of tutorials including counselling - use of support agencies which involves family input
- Local Offer Description
Sturminster Newton High School offers effective support for students with a range of special educational needs and disabilities.
The Special Educational Needs Department works with other professional bodies and outside agencies to give the best possible support, thus enabling children to access the curriculum and participate fully in school life.
- Contact Name
- Mr Jason Davis
- Contact Telephone
- 01258 472642
- Contact Email
Local Offer - click to view
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
- The identification of Year 7 students needing support is usually highlighted at primary school level. The Inclusion Manager/Special Educational Needs Co-ordinator (SENCO) visits all feeder primary schools to discuss the needs of students. Transfer of records, reading/numeracy tests at Year 6 as well as Standard Assessment Tests levels are forwarded to us and are a reliable source of information for identifying need. Provision is organised at the High School during the Summer Term ready for the September start. All relevant information is disseminated to the whole staff
- Admission arrangements for students with Special Educational Needs and Disabilities (SEND) or those in an included group who join the school at other times, involves gathering all information from the previous school, including information and advice from support agencies if appropriate, in order to arrange a package of support appropriate for the student
- There may be occasions where we identify a student as having a special educational need through assessment and observations. In this case parents/carers will be contacted and appropriate provision discussed
- If a parent/carer has concerns that their child/young person may have a special educational need or disability that has not yet been identified, they should contact the school directly and ask to speak to the Inclusion Manager/SENCO or Year Head
- How will early years setting/school/college staff support my child/young person?
- It is accepted that all students need support to aid their learning and development. However, some students need support over and above what would normally be given in the usual classroom setting. This may be in the form of individual help, in-class support with a Teaching Assistant (TA) and the individualised differentiation by the class teacher. Supported Homework Club at break, lunch times and/or after school may be offered. Where necessary, we will involve the Inclusion Manager/SENCO, Head of Year or Form Tutor to work out a special approach to support learning. Any support plan will fully involve student, parents/carers and TAs (if appropriate)
- How will the curriculum be matched to my child's or young person's needs?
- Children/young people with special educational needs will be given support with the curriculum through specialist provision arranged by the school according to the needs of the individual, and in consultation with parents/carers as far as possible
- Every effort will be made to educate and support children/young people with special educational needs alongside their peers within a mainstream classroom. Where this is not possible, the Inclusion Manager/SENCO will consult with the child’s/young person’s parents/carers to discuss more flexible arrangements
- The school curriculum is reviewed regularly by the Headteacher together with the Inclusion Manager/SENCO to ensure that children/young people of all levels and abilities are supported so that they can make progress in their learning. This includes other learning opportunities in small groups or with specialist staff
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
- Students are frequently assessed and their progress communicated to parents/carers on a regular basis
- Where necessary the use of provision maps and learning plans will be put in place to help both teachers and parents/carers support the student in achieving their set targets
- Resources are available to support learning at home
- Where a student has a Statement for Special Educational Need or an Education, Health and Care Plan, progress and achievement will be discussed at the Annual Review Meeting
- What support will there be for my child's/young person's overall well being?
- Children and young people learn and thrive when they are healthy, safe and engaged, therefore the school is concerned with the overall wellbeing of all students. Within school there is support available from Tutors, Year Heads, Inclusion Manager/SENCO, Peer Mentors, Teaching Assistants, School Counsellor, School Nurse and Emotional Literacy Support Assistants (ELSA). Liaison between these takes place whenever appropriate to ensure the best support is provided for the individual student. The school also works within a multi-agency approach to ensure that communication with other professional groups is there in order to support the child/young person.
- What specialist services and expertise are available at or accessed by the setting/school/college?
- If a student continues to experience difficulty despite all efforts that have been made to support him/her from the school’s resources, then the Inclusion Manager/SENCO will, with the permission of the parents/carers, refer the student to one or more External Support Services. Usually an assessment will be made by the appropriate service and specialist advice given to help support the student. This may be in the form of extra funding, Outreach support or strategies for use in school
- The school has contracted weekly visits with the Behaviour Support Service. Students experiencing continued difficulties are counselled by their representative and plans are discussed with the Inclusion Manager/SENCO, Head of Year, Form Tutor, student and parents/carers
- The Inclusion Manager/SENCO and Year Heads liaise with all the services and have regular visits with the Educational Psychologist, Locality Worker and Behaviour Support Worker
- Sturminster Newton High School invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEND. The Inclusion Manager/SENCO is the designated person responsible for liaising with the following:
Educational Psychological Service
Behaviour Support Service
Social Care/Family Support Team
Speech and Language Service
Specialist Outreach Services
SEND Specialist Services
Hearing and Vision Specialist Services
Physical and Medical Needs Service
Occupational Therapy Support
- What training are the staff supporting children and young people with SEND have had or are having?
- The development of skills and expertise is essential to good practice in the classroom, and in the management of Inclusion for all. There is a wide range of courses on offer and all staff have access to relevant courses relating to Inclusion in their subject
- Our Inclusion Manager/SENCO holds the National SENCO Award which is a qualification in Advanced Educational Practice for Special Educational Needs
- The Inclusion Manager/SENCO attends regular network Inclusion Briefings organised by the Local Authority and any other relevant courses. She also attends regular meetings with Sherborne Learning Centre and Pyramid Inclusion Manager and visits other schools to share good practice
- There are two TAs who have undertaken the Emotional Literacy Support Assistants Course and have now qualified as ELSAs
- All TAs have a minimum of Level 3 Vocational Qualifications linked to Learning and Support
- We also have a TA who is currently studying for the Level 7 Diploma course in assessing and teaching learners with specific learning difficulties (Dyslexia).
- The Inclusion Manager/SENCO will deliver or arrange appropriate SEND training for staff where needed.
- Strategies and advice that support the changing needs of our students are regularly communicated to all staff.
- How will my child/young person be included in activities outside this classroom including school trips?
- All students have the opportunity to benefit from school trips and additional support is provided by the school whenever needed.
- All students are encouraged to participate in clubs and sporting activities regardless of their ability or special educational need.
- How accessible is the setting/school/college environment?
- The school has an Accessibility Plan that is monitored, reviewed and then reported upon annually in compliance with legal requirements.
- The school has a range of specialist SEND facilities in place.
- Physical environments (platform lifts, wheelchair access, acoustic tiling)
- Assistive technology
- Increased access to the curriculum and Exam Access Arrangement
- Students with physical disabilities are able to access most areas of the school by wheelchair or disabled scooter on the ground floor using ramps and platform lifts. The school has also been adapted to facilitate students with a hearing impairment
The Student Guidance
- The Unit is a quiet, structured environment where students receive additional curriculum support for a negotiated term when mainstream classes are not appropriate or difficult to access
- The Unit provides emotional support for any students struggling to cope for whatever reason. The School Counsellor is on hand to give guidance and a listening ear.
- Students returning to school following an injury or medical procedure may find that this environment is more suitable for their short-term needs.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
- All students are given support from Careers Advisers leading up to their moving on from the High School. When a student has special educational needs or is part of an included group, the Careers Adviser will liaise with the Learning Support Department and the new setting to arrange all necessary provision. All written information concerning the student will be forwarded to the new school/college to make the transition as successful as possible
- All students are supported in the transition to their next stage in education or apprenticeships. Form Tutors work with the students to develop their life skills which will enable their independence as they leave school. The opportunity of Work Experience will also help to develop confidence and awareness of the world of work
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
- The school aims to match resources with the needs of individual students. The Learning Support Department will give advice to all curriculum areas concerning the accessibility of their resources. Teaching Assistants supporting lessons may also prepare materials for whole classes or for small groups/individuals.
- Appropriate resources are continually reviewed as students are assessed for both their progress and learning styles.
- The Learning Support Department has a wide range of resources available for use by other departments as well as for use by students attending tutorials in the learning support area. These resources include:
o Access to computers and laptops
o A selection of specialised computer software and games including, literacy, numeracy, speech and language, short term memory and comprehension skills and word processing. All students have access to ‘Read and Write Gold’. A specialist program which reads information on the screen.
o A selection of up to date and effective board/card games supporting literacy, numeracy, comprehension, speech and language, self-confidence/esteem and anger management.
- A selection of reading/spelling schemes and Numeracy Catch-Up
- How is the decision made about what type and how much support my child/young person will receive?
- Following the identification of a student’s needs the Inclusion Manager/SENCO will put in place appropriate provision to support the student with their learning and their inclusion in school life. In some circumstances this may involve liaising with relevant specialists. Communication and input from parents/carers regarding support is welcomed and encouraged
- The amount of support allocated is guided by an Education, Health and Care plan/Statement of Special Educational Needs where this has been issued and the nature and amount of support will be discussed with both parent/carers and the student themselves. For other students with special educational needs or disabilities support will be provided according to need and in order to fulfil intended outcomes
- How are parents involved in the setting/school/college? How can I be involved?
- Parents/carers can be involved by attending the regular Parents’ Evenings where they can discuss their child’s/young person’s progress and individual needs with subject teachers, Form Tutors and the Inclusion Manager/SENCO.
- Home support, such as encouraging the completion of homework and reading is invaluable to the student. The school planner can be an excellent form of communication to and from school and allows parents/carers an involvement with their child’s/young person’s schooling.
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