SEN Information Report
Queen Elizabeth's Grammar, Alford believes that all pupils have a right to a broad, balanced, relevant and inclusive curriculum that challenges them to achieve academic and personal success. The academy aims to encourage and foster the development of all pupils. It is our intention to identify any barriers to learning at an early stage, and to ensure that provision is put in place for any specific needs or difficulties, to ensure these needs are supported successfully through a graduated response that includes teachers, parents and pupils.
What kinds of special educational needs are provided for?
We have provision for a wide range of educational and health needs, covering the four areas of SEN:
- Communication and interaction, including autistic spectrum conditions and speech and language difficulties
- Cognition and learning, including dyslexia
- Social, emotional and mental health
- Sensory and physical needs
Where can I find the school's SEN policy?
This is published on our website - www.queenelizabeths.co.uk
How does the school know if students need extra help or have a special educational need?
Before students join us in Year 7, the Head of Lower School and Special Educational Needs Coordinator (SENCO) liaise with partner primary schools to ensure that all relevant information is shared. In Year 7, all students' learning needs are identified by the school's analysis of:
- KS2 results
- Cognitive Ability Test scores
- Standardised spelling and reading scores
- Subject teachers and form tutors.
What should I do if I think my child may have special educational needs?
If you think that your child may have special educational needs that have not been previously identified, you should contact the school to speak to the SENCO, Mrs C Hull: email@example.com 01507 462403
What provision is there for students with Special & Additional Educational Needs?
The school aims to ensure the fullest possible access to the curriculum for all students with Special Educational Needs, with an emphasis on keeping students in the classroom to learn alongside their peers, rather than withdrawing them for additional programmes. In many cases, the subject teacher can support individuals at a level appropriate to their needs through effective differentiation in the classroom and the use of generic strategies for pupils with identified needs. All staff are trained in strategies to support dyslexia and hearing impairment.
If pupils do not make the required progress under the monitoring of the SENCO and/or in response to general support strategies, they will have individual strategies recorded on the Special Educational Provision Plan (SEP), along with specific provision, planned by teachers and supported by the SENCO, to support progress and move towards expected outcomes. The pupil and parents will be involved in the planning and termly review of this Plan. Provision may involve enhanced adult support or teacher-led interventions, depending on the nature of the provision and level of difficulty. Where specific provision and / or TA support is implemented, regular communication with parents will be encouraged to ensure that strategies are supported and reinforced, where appropriate, at home. The student will also meet with a mentor on a termly, or more regular, basis.
How will the school prepare and support my child to join the school?
A structured transition programme is in place for all Year 6 students and those wishing to join our sixth form. Please contact Mr Felton, Head of Lower School, or Mr Schofield, Director of Sixth Form Studies, for further information. Additionally, the SENCO will visit all students with a statement / Education and Health Care Plan prior to them joining the school, to discuss transition.
How is the decision made about how much support my child will need?
Provision is regularly reviewed and adjusted to meet the changing needs of our students. We wish to encourage independent learning skills in our students, and to avoid over-reliance on additional adult support. We are guided by the objectives on Education, Health and Care Plans (EHCPs) / statements but place much greater emphasis on providing effective support that focuses on progress towards agreed outcomes, rather than using a specified number of teaching assistant 'hours' ineffectively.
How is the effectiveness of this provision evaluated?
Special educational provision is reviewed every year with the Headteacher to ensure it effectively addresses the needs of current students and allows them to achieve their academic targets and wider intended outcomes. This is reported to governors on an annual basis.
How does the school know how well my child is doing?
Teaching staff provide projected performance grades for students on a termly basis. This ensures that there is always relevant and up to date information on the academic level that is currently being achieved by each student. In addition to this, students who have SEP Plans have their targets and progress monitored termly by the SENCO, Heads of School, subject teachers and their mentors. Mentors meet with their students regularly to ensure that their views on how they feel they are progressing are understood.
How will I know how my child is doing and how will I be involved in discussions about - and planning for - my child's education?
In addition to interim and end of year reports, termly target and projected performance information, and parents' evenings, information about the progress of students towards agreed targets is shared with parents termly.
For students with an Education, Health and Care Plan (EHCP) or Statement of Special Educational Need, the SENCO or a specified teaching assistant will be the main contact with parents, and regular review meetings, including the formal Annual Review, will be arranged with the student and parents, and sometimes outside agencies, to discuss progress and plan provision.
For students receiving Special Educational Provision (SEP) within the school, the SENCO or Head of School will be the main contact with parents. A Special Educational Provision Plan will be developed to share information about the student with teaching and support staff, and parents.
The SEN department has an open door policy and parents are invited to contact school should they wish to discuss their child's progress throughout the year. We value regular, informal communication with parents.
How will my child/young person be able to contribute his or her views, and how will the school support my child to do this?
All students with a Special Educational Provision Plan (SEPP) or statement / Education and Health Care Plan will have a mentor, who will meet with them regularly. They will be invited to all reviews, and will be encouraged and supported to discuss their views. In addition, they are invited to meet with the SENCO if they wish to discuss any aspect of their learning.
What expertise for students with SEN is available within - or accessible to - the school?
Within school, the SEN team has expertise and training in:
- Inclusion Development Programmes in:
- Supporting pupils on the autism spectrum
- Dyslexia and Speech, Language and Communication Needs
- Supporting pupils with Behavioural, Emotional and Social Difficulties
- Supporting students with hearing impairment
- Supporting pupils on the autism spectrum (including training in common toileting difficulties)
- Effective management of ADHD
- Applied suicide intervention skills training
- Training for Readers, Scribes, Invigilators and other Adult Helpers in Exams
- ReadIt Scholar Training (April 2011) - software to support visual impairment
- Advanced counselling skills and motivational interviewing training
- Child protection training
- Working with self-harm
- First aid
- The SENCO has completed the National Award for SEN Coordination and holds a Certificate of Competence in Educational Testing & Access Arrangements Course
The team has a wide and varied experience, including:
- speech and language therapy
- teaching assistant in a special school,
- working with deaf/blind adults
- working with young people and adults, and their education providers and families, in a careers capacity
Teaching assistants have additional expertise in subject areas:
- English and Literacy
- Modern Foreign Languages (French, German and Spanish)
Out of school, we have access to support from:
- Educational Psychology Service
- Peripatetic Teacher of the Deaf
- Autism Outreach Service
- School Nurse
When required, this support is accessed directly by the school, or through the setting up of a multi-agency team.
Parents can access support and information independently through the school website.
What support is available in the school to improve emotional and social development?
There is a structured programme of lessons that covers these areas, and all students are supported by form tutors, their head of school, the anti-bullying committee (run by sixth form students) and anti-bullying reps in every form group. Furthermore, students with SEN have mentors with whom they meet regularly.
What medical support is available in the school?
The school has a detailed medical policy, which can be accessed via the website. Additionally, all staff are trained to support students with chronic illnesses and regular contact with parents is kept at all times.
How will my child be included in activities outside the classroom, including school trips?
The school's educational visits coordinator meets with the SENCO in the early planning stages of any trip to discuss possible difficulties for students. We ensure that all reasonable adjustments are made, including additional staffing or alternative travel arrangements, to allow all students to participate as fully as possible in the activities, and any potential barriers are discussed with parents.
How accessible is the school environment?
Almost all classrooms are accessible by wheelchair or with restricted mobility. A lift gives access to upstairs classrooms and ramps are available to enter and exit the buildings. When a room is not accessible, alternative arrangements are made.
How does the school support my child / young person to transfer to the next stage of education and life?
We work closely with Lincolnshire County Council and post 16 learning providers to ensure that students are prepared for the next stage of their education. Where appropriate, a Learning Difficulty Assessment (LDA) will be completed to support students in their transition to college, university or training. Miss Allen, Assistant Headteacher and Head of Sixth Form, works with parents and students to ensure universities are aware of any additional needs, and offers detailed guidance on the filling in of UCAS forms.