Special Educational Needs and Disabilities (SEND) – September 2015
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The Government has set out reforms for special educational needs and disabilities (SEND) to come into force through legislation in 2014. The Children and Families Bill (2014) aims to improve services for children with SEND.
Link to Children and Families Act 2014
As part of the changes, Local Authorities have to provide information of the services available for children and young people. The purpose of a Local Offer is to enable parents and young people to see more clearly what services are available in their area.
As a school, we are also required to publish an Information Report outlining what our school offers in terms of provision for pupils with SEND.
- Communication and interaction;
- Cognition and learning;
- Social, mental and emotional health;
- Sensory and/or physical.
‘The academy supports its students very well, particularly those who find learning difficult. Support and challenge is highly personalised and very focused.’
‘Students who are disabled or who have a statement of special educational need make outstanding progress because of the quality of teaching, the early identification of need and the individual support provided. Those students with autism and related complex learning needs make outstanding progress because of the quality of support available on a daily basis. Provision for those who find learning difficult is very well organised and reviewed termly.’
(Ofsted: School Inspection Report, May 2013)
|Member of staff||Contact Details|
|Mr G Brentnall
Strategic Director of SEND
|0121 770 5331 Ext;4042
0121 717 1242 (direct line)
|Miss H McManus – ASD Coordinator||0121 770 5331 Ext: 4070
|Mrs Caroline Ashmore
|0121 770 5331 Ext: 4072
0121 717 1242 (direct line)
supporting literacy and numeracy
|0121 770 5331|
- all pupils with SEND discuss their learning preferences which are shared with their subject teachers and other members of staff;
- pupils with an ASD have access to the Rainbow Centre which is managed by Mrs Hill, a qualified practitioner of autism;
- our school building is designed so that pupils with a physical disability can access the full learning experience.
- we liaise closely with our primary feeder schools who share information about your child;
- we carry out a range of assessments to identify literacy and/or numeracy difficulties to enable us to meet your child’s individual needs;
- we screen for dyslexia and dyscalculia;
- our ASD coordinator carries out a range of assessments and refers pupils to the Meadow Centre, Solihull, Birmingham Health Centre and Sutton Cottage Hospital, Birmingham, for further investigation.
The graduated response
The graduated response is a step by step approach to address your child’s individual needs.
Universal Provision (Wave 1)
High quality teaching for all – the class teacher monitors your child’s progress to ensure targets are met. If progress is not being made, your child is highlighted as a concern. The Strategic Director – SEND and his team carry out lesson observations and, if need be, intervention is put in place. You will be fully informed of the actions taken by the school.
Targeted Provision (Wave 2)
Small group intervention – Graduate Coaches (GC) deliver intervention in small groups focusing on your child’s literacy and/or numeracy. Your child will meet with the GC to discuss their preferred learning style (Pupil Preferences). The information is uploaded onto the school’s Provision List. All staff have access to your child’s preferred learning style.
Specialist Provision (Wave 3)
Specialist individual intervention – if your child requires support for ASD or dyslexia, the school provides specialist teaching professionals to address their particular and individual needs. Personalised intervention is delivered, monitored and evaluated.
At JHNCC, our Student Services provides pastoral support for emotional and social development for all pupils across the school. Student Services work closely with outside agencies for mental health.
|Head of Student Services||Contact Details|
|Mrs C Webb||0121 770 5331 Ext: 4050
- a number of individual laptops are available and can be borrowed for use in lessons;
- exercise books tinted in pastel colours are available for pupils whose visual stress makes it difficult for them to work on white paper
- mini wipe-boards tinted in pastel colours can also be provided;
- coloured overlays are available according to need and preference;
- assistive software is available on the school network to support literacy and can be accessed for home use.
- we monitor and review the support we give your child every half term;
- we adjust or change your child’s intervention as required;
- your child is encouraged to set and review personal learning goals every half term;
- we liaise with your child’s subject teachers and ask their opinion on how your child is progressing.
- to prepare for transition to Key Stage 3, we visit our primary feeder schools during the summer term and liaise with their staff;
- in the summer term, prior to your child starting school in September, we invite the most vulnerable (both academically and sociall) to a drop-in-day to discuss your child’s individual needs and requirements;
- we offer a transition programme during the summer term for vulnerable pupils and those with particular needs to ensure a smooth change over from primary to secondary school;
- we invite your child to attend a summer school where they can take part in a range of activities to meet new friends prior to starting JHNCC;
- our Strategic Director – SEND and his team invite you to a termly meeting to discuss your child’s intervention and progress and how you can best support your child;
- exam access arrangements are carried out at the end of Key Stage 3 and Key Stage 4 to see if your child is entitled to extra time and/or a reader for their exams;
- advice, information and guidance are given at the end of Key Stage 5 in preparation for Further or Higher Education.
Sometimes your child may need support from professionals outside of the school. We liaise with outside agencies to ensure that your child is given the most appropriate support for their individual need.
Speech and Language Therapy, Solihull and Birmingham
Specialist Inclusion Support Service (visual, hearing needs and ASD)
Autism Outreach Team, Solihull
Educational Psychology Services
The Meadow Centre, Birmingham Health Centre, Sutton Cottage Hospital.
Birmingham – assessments and advice for ASD and Complex Learning Difficulties (CLD)
Mr G Brentnall
Strategic Director SEND
0121 770 5331
- SEND Code of Practice: 0 to 25 (June 2014)
- Department for Education, October 2013: ‘Increasing options and improving provision for children with special educational needs (SEN)’.
- Department for Education, May 2012: ‘Special educational needs support: families to be given personal budgets’.
- Department for Education, March 2011: ‘Support and aspiration: A new approach to special educational needs and disability – A consultation’.