- 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 school conducts a comprehensive transition programme, KS2 to KS3, which means we work in partnership with the KS2 setting and are well informed about the needs of the upcoming students. Upon transition all students will complete a series of assessments including Literacy Screening and Cognitive Ability Tests. The data generated by these assessments gives us a clearer profile of the learner.
Throughout their time at Highcliffe, students will receive a range of formal and informal assessments that will be used in conjunction with feedback and information from staff, parents and outside agencies to give the whole picture of progress.
Parents should discuss any issues and concerns firstly with the subject teacher or form tutor and then with the Pastoral Lead, Head of Achievement, SENDCo, Deputy Headteacher, Headteacher, SEN Governor, as appropriate.
- How will early years setting/school/college staff support my child/young person?
Support will be provided on a needs led basis and follow the model of: assess, plan, do and review. Meaning, when concerns are raised about a student’s attainment across subjects, the school will undergo a period of investigation, seeking to clarify the learning difference of the student. Once this has been established, then the best course of action can be identified and targeted. After a period of time the impact of that action can be assessed against a variety of success criteria.
There is a wide network of support at school for students. Tutors and class teachers work closely with Heads of Achievement, Pastoral Leads, ELSA and Senior Curriculum Leaders to meet the needs of students. Where appropriate, a team of Teaching Assistants provide bespoke support in and out of the classroom.
We recognise that the support needed for a student with educational differences can be delivered by a wide range of professionals including, but not exclusively, the classroom teacher, teaching assistants and outside agencies. As a mainstream Secondary School, the ultimate goal will always be to keep the student integrated in a full curriculum with their peers.
- How will the curriculum be matched to my child's or young person's needs?
As a mainstream Secondary School, the ultimate goal will always be to keep the student integrated in a full curriculum with their peers.
All teachers at Highcliffe School are expected to deliver high quality teaching to all students, including those with learning differences. Teaching staff work closely with support staff, to enable appropriate interventions to be provided to address the varying needs of students. Work is differentiated allowing all students to access the curriculum, at a level suitable for their abilities.
Where appropriate the school will make reasonable adjustment to accommodate a student’s learning differences. This could include a variety of interventions and support and will be based on the individual. It is recognised that the support will vary in intensity and duration and may, for a fixed term, alter the curriculum a student follows.
A student’s progress may be impacted by learning differences but could also be related to health, emotional well-being or a disability. It is recognised that the school may only have limited facilities to support in certain areas and where this is the case the school would seek the guidance of outside agencies such as CAMHS (Child and Adolescent Mental Health Service) to support the child.
- 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?
The school will provide termly feedback on a student’s progress, including an annual subject parents’ evening for each year group, to enable parents to meet with staff. Other information evenings will be held at times of particular interest, such as the Year 7 'Settling In' evening held during the transition period.
eachers regularly assess their students both formally and informally, through a variety of assessment models. Students’ progress both academically and socially is monitored by a variety of staff; any cause for concern identified will be investigated and action taken from this point will be based on the individual circumstances of the students. Parents are encouraged to highlight any concerns they may have about their child’s progress with the school.
- What support will there be for my child's/young person's overall well being?
Students see their tutors on a daily basis and constitute the first point of contact for any concerns that may arise. The tutor is supported by the Head of Achievement and the Pastoral Lead for each year group. These people are responsible for the pastoral care of your child.
A PSHE programme forms part of our curriculum and this deals with a range of issues to support our students, such as friendships, internet safety, health issues and study skills.
If your child presents with complex emotional needs the Head of Achievement will refer to our ELSA service (Emotional Literacy). The ELSA will initiate a programme of support and will liaise with the appropriate members of staff based on the outcome.
If your child has a medical condition, transition work will be done prior to starting at Highcliffe, liaising with the primary school, as to how best to support your child in school.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The Learning Support Team is trained to deal with a variety of learning differences and has received specialist training for literacy and numeracy interventions. We also have a trained ELSA, to support our students with more complex emotional problems.
We work with a large team of external agencies who provide more specialist help for our students. Some examples of the services accessed are listed below:
Behaviour Support Service (BSS)
Child and Adolescent Mental Health Service (CAMHS)
Speech and Language Therapy (SALT)
Vision Impaired Service
Hearing Impaired Service
Children’s Services, Social Care
- What training are the staff supporting children and young people with SEND have had or are having?
Our school is aware of the need for staff to be properly equipped to support our students with learning differences. Training is given by both in house staff and external specialists on various aspects of support. Examples are:
The Educational Psychologist has given training on personalising learning.
The hearing specialist teacher has delivered training on the correct use of hearing equipment.
A specialist intervention service (Catch Up) provided training on specialist literacy and numeracy intervention.
The school fulfils its legal requirement on Safeguarding training for all staff
- How will my child/young person be included in activities outside this classroom including school trips?
Every effort is made to enable all students to access activities and trips appropriate to their age group. Risk assessments will be done and parents/carers will be kept fully informed. Teaching Assistant support is provided, if required, to facilitate access to activities, including residential trips. All reasonable adjustments will be made.
- How accessible is the setting/school/college environment?
All areas of the school are accessible by students. We have a lift giving access to all first floor rooms and outside classrooms have ramps. Possible hazards, such as steps, are highlighted for vision impaired students. Disabled toilets are provided.
- 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?
The school conducts a comprehensive transition programme, KS2 to KS3, which means we work in partnership with the KS2 setting and are well informed about the needs of the upcoming students. Relevant information about students such as learning differences can be accessed by all teachers and used to inform their planning.
We recognise that at times of transition certain students will require additional support. Help is given with regard to choosing subjects for GCSE and at the end of KS4, ensuring that students are equipped to continue their learning journey after Highcliffe.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Funding received into the school budget is used at the discretion of the Academy Trust to fulfil their duties with regard to making provision for students with SEND.
The SEND budget is used to finance the additional support provided to students to access their learning and to provide resources to support their learning. These resources might include reading schemes and materials, training for staff to assist literacy and numeracy skill acquisition and resources for the ELSAs to work with students on emotional issues.
The budget is also used to finance particular interventions, such as catch up reading, handwriting and spelling groups.
- How is the decision made about what type and how much support my child/young person will receive?
Support will be provided on a needs led basis and follow the model of: assess, plan, do and review. Meaning when concerns are raised about a student’s attainment across subjects the school will undergo a period of investigation, seeking to clarify the learning difference of the student. Once this has been established, then the best course of action can be identified and targeted. After a period of time the impact of that action can be assessed against a variety of success criteria. Staff, students and parents are equally vital to the decision making process. The support needed would be determined by the learning or emotional needs of the student and would be discussed with parents and external agencies, if appropriate. The support is regularly monitored and reviewed, with the aim of support being to encourage and facilitate independent and resilient learning.
- How are parents involved in the setting/school/college? How can I be involved?
The school holds the role of cooperation between a variety of parties as paramount to the educational success of any student with SEND and values the opinions of both the parent and the child in the decision making process.
As a parent/carer we would encourage you to be actively involved in your child's education. Excellent attendance is vital to good learning, as is the correct attitude to learning. Your child needs to be properly equipped for lessons and also have your support and encouragement in the completion of home study. The planner is a very good source of information and can be used to communicate with staff.
Parents/carers are asked to discuss any issues and concerns firstly with the subject teacher or form tutor and then with the Head of Achievement, Pastoral Lead, SENDCo, Deputy Headteacher, Headteacher, Particular Needs governor, as appropriate.
We hope this information has helped you to have a greater understanding of the ethos and principles underpinning our policies and provision with regard to SEND students at Highcliffe School.
Please contact Mr Dean Prodomo if you require further assistance.