Specialist Support Governors’ Report The Support for Achievement Continuum At Minsthorpe Community College Specialist Support is part of the Continuum of Support for Achievement which extends from Primary students to Post 16. This Continuum covers three tiers of support-Universal Support, Targeted Support and Specialist Support. Within each tier of support are the various strands of the Support for Achievement Strategy. Universal Support includes the entitlement of all students to support, advice and guidance to maximise their achievement and aspirations. Targeted Support includes the strands of support for identified students who require specific intervention at specific times during their learning journey. Specialist Support includes the strands of support for the students with the highest level of need, in terms of learning and/or behaviour as well as students with Special Educational Needs. The overriding aim of the Support for Achievement Strategy is to raise the academic achievement and aspirations of all students, by ensuring individuals receive support, information and guidance, which is well timed and at an appropriate level and type to meet their needs. Special Educational Needs The definition of Special Education Needs (SEN) is as set out in the Special Educational Needs Code of Practice, November 2002 (DfES 581/2001)“Children have special education needs if they have a learning difficulty which calls for special educational provision to be made for them”. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age; or b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority. c) Are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. At Minsthorpe Community College we recognise that special educational needs students have more in common with other children than differences and that there is no such thing as a dividing line but rather a continuum of need. Special Educational Provision is: “Educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area”. (Special Educational Needs Code of Practice). It is the responsibility of each teacher in their lessons to differentiate accordingly to a student’s needs so that they can access the curriculum and make progress. Teaching students with SEN is a whole College responsibility, requiring a whole College response in such areas as effective management; school ethos; the learning environment; Community Dimension; curricular and pastoral arrangements. All these can help prevent some SEN arising and minimise others. The College believes that: Every student is an individual. Every student has an equal right to care and attention, regardless of gender, race, social background, physical disability or ability. Every student has a variety of educational needs – some of which will be shared with other students, some of which will be specific to that student. We have a responsibility to provide for the needs of all students as far as resources will allow. The views and wishes of individual students will be taken into account. Parents have a vital role to play in supporting the individual student’s education. There is an essential need to work in close co-operation with all agencies concerned to ensure a multi-agency approach. The Governing Body will aim to fulfil its responsibilities as outlined in paragraph 21, page 11 of the Code of Practice. The funding of Specialist Support is from the College budget supported by appropriate funding mechanisms including through the LS devolved and central budgets for SEN. It is co-ordinated by the Cross Curriculum Team Leader for Specialist Support under the auspices of the Principal for the maximum benefit of the students. SEN Register – The SEN Register is part of the Additional Needs Register and can be found on the SIMS system. SEN information, Minsthorpe Support Plans (MSPs) and relevant advice sheets for individual students can be located on the SIMS system. Risk Assessments- The LA PG102 Student Risk Assessment is a tool used in College to ensure the health and safety of students, staff and others. It evaluates the impact that a student and their situation has upon themselves, other students and staff and the impact that other students and staff may have upon the student. Student Risk Assessments are only completed in College for those students whose behaviour presents a risk to themselves or others and the intervention that needs to be applied is over and above the standard preventative measures in College. To ensure that the risk assessment is suitable and sufficient it should draw upon opinions, advice and guidance from all stakeholders. Levels of Specialist Support School Action School Action (SA) is for students who are having interventions in college that are additional to or different from those usually provided as part of typical classroom activities. This is part of the College’s targeted support and can come through a range of strategies. School Action Plus Students that require intervention at the level of School Action Plus (SA+) are those that despite having interventions in college that are additional to or different from those usually provided as part of typical classroom have not made progress and require further support from outside agencies. Having consulted parents/carers for assessment advice, these students will be referred for support from external specialists such as:- Learning Support Service (LSS); Communication Interaction and Access Team (CIAT); Special Educational Needs Support Services (SENSS – including Hearing Impaired and Visually Impaired); Education Psychology Service(EPS); Education Welfare Officers (EWO); Child and Adolescent Mental Health Service (CAMHS); Child and Adolescent Therapy Services; School Health; Young Offending Team (YOT); Social Services; Reach; Targeted Youth Support(TYS). Statement – Statutory Assessment of SEN Students who have demonstrated significant cause for concern and have followed any action specifically planned for that student as part of School Action and School Action Plus for a reasonable period of time without success will be referred to be considered for statutory assessment by the LA. This will be in consultation with parents and any external agencies already involved. Once statemented, the LA will describe the student’s educational needs and set out any disapplications or modifications to the National Curriculum, together with details as to how a broad and balanced curriculum is to be maintained. The LA must ensure that a student is educated in a mainstream school unless that is incompatible with the efficient education of others and there are no other reasonable steps which can be taken. LAs must consider parental representations. Emotional, behavioural and social difficulties Students who have emotional, behavioural and/or social difficulties are defined as those that present persistent difficulties whose needs are not met by the behavioural management techniques usually employed in the College. These difficulties could present as students being withdrawn or isolated; ‘school refusers’; disruptive and disturbing; hyperactive and lacking concentration; having immature social skills; demonstrating challenging behaviour arising from other complex special needs. Cognition and Learning; Communication and interaction; sensory and/or physical difficulties Students who have communication and interaction; sensory and/or physical difficulties are students who demonstrate a significantly greater difficulty in learning or are hindered from making use of educational facilities available for the majority of children of the same age in the following 3 areas:a) Cognition and learning e.g. Moderate Learning Difficulties; Specific Learning Difficulties (Dyslexia), dyspraxia. b) Communication and interaction e.g. Austism or Austistic Spectrum disorders including Asperger’s; speech and language delay; hearing impairment. c) Sensory and/or physical difficulties e.g. asthmatics; diabetics; visual impairment; multi-sensory difficulties; disabilities. Students are identified as requiring Specialist Support through a number of means including: From the Transfer Information given by previous schools including phase transfer reviews. Information provided by outside agencies such as EPS; SENSS; EWO; Special Schools/Medical Services. Information given by parents/carers/Social Services. Cross Curriculum Team Leaders (CCTL - Head of Year) in consultation with Assistant Cross Curriculum Team Leader for Behaviour Support, using information from classroom teachers and tutors and referrals to the MID room. Joint Consultation Meetings (JCM) following advice from Wakefield Pupil Referral Services. Self-referral by students, followed by consultation with Cross Curriculum Team Leaders Professional concern from other members of the Specialist Support Team. Assessments carried out with students at the time they are admitted. Alternative Curriculum At the end of Key Stage 3, a number of students are identified and recruited to the Darwin pathway which delivers a curriculum that offers a mix of core GCSE qualifications, mixed with life skills and kinaesthetic qualifications that will meet their needs. The students on this pathway are identified through their low levels of literacy and therefore their difficulties in managing the complex and technical language of the traditional GCSE route. These students are then given a careful considered transition into Post 16 and the further life skills or vocational pathways they are likely to encounter. There is a great deal of extra adult support and smaller groupings on this pathway. Alternative Provision A small number of students are guided on to Alternative Provision (AP) packages where they are involved in offsite vocational education alongside an onsite educational package. The College works very closely with a range of providers in order to quality assure the packages provided for students. The Transition Programme Minsthorpe Community College works very closely in taking the leading role with Primary Schools, parents and other relevant agencies to set up and deliver The Transition Programme. Students in need of Specialist Support are identified in Year 5 to be involved in the Programme commencing at the beginning of Year 6. Around 70 – 80 students take part. The programme involves Parents’ Information Evening; visits to Primary School by Minsthorpe and other Agencies staff. Inter-agency meetings; specific appointments for individual students and parents to visit the college; group visits to the college; informal social gathering for parents and students. The SEN register There is 2.5% of the school population allocated a statement compared to 2.8% nationally. Year group Year 7 Year 8 Year 9 Year 10 Year 11 Post 16 School action 40 31 64 66 64 28 School action plus 29 19 14 16 18 2 02/14 ST1 – 2012-13 Year 7 Year 8 Year 9 Year 10 Year 11 17 16 18 3 3 ST 2 – 2012-13 Year 7 Year 8 Personalised timetable Speech and Language Support 15 15 19 3 ST 6 – 2012-13 Year 9 Year 10 Year 11 10 12 28 Statemented 5 6 6 10 5 6 Total 74 56 84 92 87 36 The FLEX Curriculum - 2012 – 13 Year 9 Year 10 Year 11 31 22 21 Access arrangements for examinations – 02/14 Year 10 47 Year 11 89 Targets for 2013/2014 To maximise achievement Specialist Support will focus on the following targets: Achievement Access arrangements training for students and staff. Wh to provide information on CA where SA+ students require further intervention and target these areas for support. Meet with Closing The Gap TLR holders at APA points to target students below expected progress. Increase number of AP students achieving 3 levels of progress in English and Maths. To continue to achieve high pass rates for all qualifications by adopting a consistent approach to curriculum delivery and moderation. Peter Atherton to provide data for VA so analysis can take place to identify students requiring further qualifications. Liaise with year offices and EWO over concerns of attendance of students. Quality of Teaching Whole team to take part as volunteers on Securing Good to improve the Quality of Teaching in the department. Marking training and a student friendly marking policy to further develop effective processes. Introduction of a homework schedule to ensure a fair and consistent delivery is in place. To introduce a student voice facility to ensure that their views are taken into account and acted on. Quality of Achievement Support Investigate tracker for all students receiving TA support. Introduce numeracy intervention into St2. Embed tracker for meetings with EWO to demonstrate effectiveness of interventions. Introduce TA framework and QA. TA training that develops relevant knowledge, expertise and skills. To introduce transition sessions for students in y7 who have been part of the transition programme y6 to check how they are settling in. Improve attendance of AP students. To introduce transition work for identified Darwin pathway students to familiarise them with the portfolio based work. To purchase ICT equipment and software for identified students to enable them to access the curriculum. To investigate opportunities for ICT training for TA’s. To increase the number of visits to Post 16 providers for students. Behaviour and safety Introduce weekly behaviour report to support early identification of students demonstrating concerns. EWO tracker for at risk students due to poor attendance. More consistency required for the students benefits due to their vulnerabilities and the growing curriculum. Liaising with year office and families over concerns to ensure early intervention can have impact on student’s behaviour. Effort grades to be better understood to enable accurate tracking of student progress and application. Leadership and Management To investigate introducing a nurture group. SEN Training for staff to increase knowledge of staff that impacts through L&T. Achievement for all tracker to be set up that identifies underperforming students. Schemes of work to be shared by all members of staff through Sharepoint. Moderation training for relevant members of staff to refine processes. QA procedures being used effectively to support staff development. Leaders at all levels have a consistent approach that positively impacts on students outcomes.
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