Special education needs provision, is outlined by a code of practice. The Code of Practice September 2014, sets out the legislation and regulations concerning children and young people with special educational needs and disabilities (SEND).

SEND – The School’s Offer (SEN Information Report 2016)

  • What is the definition of Special Educational Needs and Disability?

    The SEND Code of Practice: 0-25 years (2014) states that a child or young person has a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

    A child of compulsory school age/young person has a learning difficulty or disability if he or she:

    • Has a significantly greater difficulty in learning than the majority of others of the same age, or
    • Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools

  • What kinds of special educational needs (SEND) might the pupils at Yavneh College have?

    According to the Code of Practice 2014, special educational needs and provision can be considered as falling under four broad areas:

    • Communication and interaction
    • Cognition and learning
    • Social, emotional and mental health
    • Sensory and/or physical

  • How does the school know if children/young people need extra help?

    • Liaison with each pupil’s primary or previous school setting
    • Tracking information provided by the Fisher Family Trust
    • Cognitive Ability Testing carried out initially by the school on entry
    • Key Stage 3 school based assessments in reading, spelling, writing and grammar
    • Additional assessments carried out by the SENCo where appropriate
    • Concerns raised by school staff, through informal observations, who notice a change in the pupil’s behaviour or progress
    • Limited progress is being made according to expected progress
    • Information from parents regarding their child’s history
    • Self referral by pupil
    • Liaison with external agencies

  • What should I do if I am concerned about my child’s academic progress?

    If you have concerns about your child’s progress, you should speak to your child’s form tutor or subject teacher in the first instance.

    If you continue to be concerned that your child is not making progress, you may contact the relevant Head of Department

    For general academic concerns please contact the relevant member of staff

    • Mr D Hodgkinson Head of Year 7
    • Miss E Richards Head of Year 8
    • Mr N Ladd Head of Year 9
    • Mr A Newbey Head of Years 10/11
    • Mr J Cordara Assistant Head responsible for pupil progress
    • Mrs R Seamark Head of Sixth Form

    For pastoral concerns, please contact the Pastoral Managers

    • Mrs H Chweidan Years 7, 8 and 9
    • Mrs C Spelman Years 10 and 11

  • What should I do if I think my child may have special educational needs?

    If you think that your child has a SEND, please contact, Mrs L Tredler, SENCo 

  • How will school staff support my child?

    Subject teacher input, through targeted classroom teaching (Quality First Teaching).

    • The majority of your child’s learning needs will be supported and addressed by high quality, personalised teaching in the classroom
    • Subject teachers are responsible for the planning and implementation of learning tasks for all pupils, including the learning of pupils who have identified special educational needs
    • Subject teachers will employ different ways of teaching, so that your child is fully included in learning in class. This may involve using more practical learning, visual aids and the use of IT
    • Ensure that specific strategies and/or resources suggested by the SENCo, are in place to support your child’s learning.
    • Support may include additional general support by the teacher or teaching assistants in class
    • There are Learning Support Assistants in some classes where pupils need additional
    • Appropriate specialist equipment may be given to your child e.g. writing slopes, pencil grips, lap top, wiggle cushions

  • Provision in addition to classroom teaching

    Additional provision will be given where a pupil’s needs are ‘additional to or different from their peers’

    The duration of an intervention, will vary according to need but will be monitored regularly. Interventions will be reviewed by the school to establish the effectiveness and impact of the provision and to inform future planning.

    Intervention programmes may include:

    • Academic mentoring
    • Pastoral mentoring
    • Additional numeracy sessions
    • Additional literacy sessions
    • Year 9 additional literacy group
    • Study Skills support programme Key Stage 4
    • Study support Key Stage 4
    • Handwriting programme
    • Enrichment programmes include additional literacy skills and Hebrew catch up
    • One to one tuition in English and/or Maths
    • Social skills groups
    • Anger Management programme
    • Social, emotional and behavioural support programmes
    • Bereavement support group
    • Exam related support
    • Subject specific interventions
    • Revision classes

  • Highly personalised and individualised interventions

    • This level of support is available for a few children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
    • This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This is a legal process which sets out the amount of support that will be provided and will also outline how the support should be used, and what strategies must be put in place
    • An additional adult or Learning Support Assistant (LSA) may support your child with whole class learning, run individual programmes or small group sessions which include your child.
    • Reduced or modified curriculum

  • How will I know how my child is doing?

    • We support and involve parents in their child’s learning both formally and informally
    • Parent consultation evenings are held once a year, where you will have the opportunity to meet with subject teachers, Heads of Year, SENCo and Pastoral Managers to discuss any specific needs
    • Regular reporting details the progress that your child is making in school
    • Either an Interim or Target Reports will be sent home every half term
    • Parental access to Insight details the academic and behaviour record of your child
    • Additional means of communication may also be put in place, such as home/school liaison using the pupil planner, email correspondence and telephone conversations
    • We invite parents to be involved in forming school policy, by giving us feedback and making suggestions, through questionnaires and meetings
    • Additional appointments can be made with the Heads of Year, the SENCo and Pastoral Managers via the school office
    • Regular learning walks and lesson observations will be carried out by members of the Whole School Leadership and Senior Leadership teams to ensure that the needs of all children are met and that the quality of teaching and learning is high
    • The SENCo will check and monitor that your child is making good progress within any individual work and in any group that they take part in
    • If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and plan any additional interventions or support and/or referrals to outside professionals
    • The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an Annual Review held with all adults and professionals involved with the child’s education

  • What support will there be for my child’s overall wellbeing?

    • Pupils are encouraged to forge close relationships with their form tutor who is the first point of contact for overall well being
    • A very clear behaviour policy with instant rewards for positive behaviour
    • A structured PSHCE programme (Personal, Social, Health and Citizenship education)
    • Two full time Pastoral Managers who work with pupils with social and emotional difficulties
    • Social emotional behavioural support programmes to address issues such as anger management, behavioural difficulties friendships and self esteem
    • Social and emotional support is provided through the pastoral mentoring system
    • The Base (inclusion room) offers a supportive environment at lunch times
    • Buddies are allocated to some pupils who are struggling socially
    • SEND pupils are monitored by the team of Learning Support Assistants who they may talk to frequently
    • Close links with a number of external agencies who offer support as and when required
    • Pupils who are encountering significant social, emotional and mental health difficulties receive support from outside agencies such as CAMHS and the school nurse

  • What specialist services and expertise are available at or accessed by the school?

    A pupil may be identified by the school as needing some extra specialist support from a professional outside the school. This may be from organisations that include:

    • Local Authority Advisory teachers for behavior, ASC, Hearing and Physical impairment (Integrated Services for Learning /ISL)
    • Outreach Support from The Park ESC for significant behavioral needs
    • Health services such as occupational therapists, speech and language therapists, physiotherapists
    • Outside agencies such as the Education Psychology Service, the school nurse
    • Special Educational Needs and Disability Advisory Service (formally known as Parent Partnership)
    • Family Support workers
    • Attendance Advisory team
    • Education Support Team for Medical Absence ESTMA
    • Child and Adolescent Mental Health Service (CAMHS)

  • What training have the staff supporting children and young people with SEND, had or are having?

    • The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND through a program of Continuing Professional Development (CPD)
    • The SENCo contributes to whole school training on SEND issues such as personalized learning, inclusion, specific learning difficulties (Dyslexia, Dyspraxia) , meeting the needs of pupils on the autistic spectrum and pupils with Speech, Language and Communication needs
    • Support staff have access to training from outside specialist agencies
    • As part of the local SEND cluster group, the SENCo has access to up to date and relevant training related to SEND.
    • The staff appraisal process enables gaps in SEND training to be identified and targeted.

     

    • The SENCo has carried out a training audit across departments to access specific departmental training needs.
    • All members of the SEND department receive ongoing training on Specific Learning Difficulties, Autistic Spectrum Conditions, Speech, Language and Communication needs and supporting pupils effectively in the classroom.
    • The SENCo has a Masters in Special Educational Needs and a Diploma in Psychology. She has an ELKLAN qualification in Speech and Language difficulties.
    • The SENCo attends regular training courses which inform departmental and whole staff training
    • As part of the local SEND cluster group, all members have access to up to date and relevant training related to SEND in order to support the needs of your children.

  • How will you help me to support my child’s learning?

    • You may contact your child’s subject teacher directly via admin@yavnehcollege.herts.sch.uk
    • Subject teachers and the SENCo will meet with you at parents evening to discuss your child’s needs, support and progress. They may suggest ways in which you can support your child at home
    • Regular updates regarding effort and progress will be sent home
    • The SENCo is available to discuss strategies on how to support your child with their specific needs at home
    • If outside agencies have been involved, suggestions and programmes to be used at home are normally provided by them
    • The relevant Head of Year can be contacted to discuss your child’s progress and any concerns/worries that you may have
    • For SEN related concerns, you can contact the SENCo
    • The school encourages liaison with external agencies and professionals so that information to support your child’s learning can be shared
    • Pupil planners can be used to support communication between you and the school
    • The SENDIASS (Parent Partnership Service) is available to give impartial advice and support should you need it. Their website address is: http://www.hertsdirect.org/services/healthsoc/childfam/specialneeds/educ/parpart/

  • How will I be involved in discussions about planning for my child’s education?

    • When children have been identified as having SEND needs, the thoughts and feelings of the child and the parents/carers, together with the views of school staff and relevant professionals are taken into account through:
    • Informal discussion with staff
    • Teacher and child meetings
    • Teacher and parent meetings
    • Annual Reviews, CAF and TAF meetings which include outside agencies where appropriate
    • The school may invite parents to a meeting to discuss their child’s progress and academic/social emotional and behavioural concerns
    • The SENCo will invite parents to meet to discuss the possibility of SEND at any time in the school year.
    • KS 4 Option evenings provide pupils and parent the opportunity to discuss GCSE options with the subject teachers.

  • Sixth Form

    • Parents and pupils may be invited to meet with the Assistant Head Teacher of Key Stage 4 to discuss sixth form options and their suitability to access the courses that we offer at Yavneh.
    • The Sixth Form Open Evening provides an opportunity for parents and pupils to discuss their A-Level or BTEC course choices with the relevant subject teachers.
    • In the Spring term, pupils who have applied to join the Sixth Form at Yavneh College will be invited to attend a consultation with the Head of Sixth Form to discuss their option choices further.
    • Parents are welcome to request an appointment to meet with the Head of Sixth Form to discuss any concerns they have regarding Sixth Form option choices.

  • How will my child be included in activities outside the classroom including school trips?

    • The individual needs of all our pupils are taken into account in the planning of outside activities and trips.

     

    • Appropriate provision and reasonable adjustments will be made where necessary to ensure that activities are as inclusive as possible i.e. arranging for an additional adult to accompany a pupil, additional preparation for a child who is anxious, making adjustments for sporting activities to allow a pupil with a physical disability to participate
    • Extra curricular activities and after school provision is accessible for children with SEND
    • Pupils with SEND are supported during school activities such as religious celebrations, house activities and competitions, learning development days

  • How accessible is the school environment?

    • The school ensures that it is fully accessible in terms of access to the curriculum, to the physical environment and to information for members of our school community.
    • The school is fully accessible for pupils who have wheelchairs; there are lifts which travel to each floor and doorways and corridors which allow wheelchair access
    • Pupils who have difficulty moving around the school are encouraged to move freely and independently. They may be allowed to leave classes early to avoid the busy corridors and/or be allocated an early lunch pass
    • There are accessible parking spaces for parents who wish to drop off their children and wheelchairs to the school.
    • There are toilets and changing facilities that support pupils in wheelchairs.
    • We endeavor to adapt the environment for individual pupils with visual, hearing and physical requirements by using assistive technology that benefits and aids them.

  • Who can I contact for further information?

    • Mrs J Moore, SEND Governor
    • Ms R Seamark, Assistant Head Teacher for KS5
    • Mr J Cordara, Assistant Head Teacher for pupil progress
    • Mrs L Tredler, SENCo

  • How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

    We recognize that transitions can be difficult for any child, and we take steps to ensure that any transition is as smooth as possible.  

    If your child is joining us from another school:

    • Pupils from Year 6 make visits to their new school and those with SEND may make additional visits arranged between the school SENCOs.
    • Yavneh has a rigorous Year 6-7 transition programme which includes, open evenings, school tours, taster days/sessions
    • The Head of Year 7, Pastoral Manager and SENCo work together with feeder schools to ensure the smooth transition of pupils
    • Information is gathered from your child’s primary school through primary school visits and circulated to the relevant members of staff
    • Pupils have the opportunity to meet with the Pastoral Manager prior to entry
    • You and your child will be invited to a meeting with the Head and/or deputy Heads prior to joining the school
    • For pupils with SEND, the SENCo will liaise with your child’s previous school to discuss the specific needs of your child.
    • The SENCo will undertake a planning visit with the SENCo and/or class teacher from the previous school where appropriate
    • The SENCo will attend annual review of pupils with a Statement of Educational Need or an EHCP.
    • Paper copies of children’s SEND records are received and kept on file with the SENCo

  • If your child is moving to another school/setting

    • We will make sure that all records about your child are passed on as soon as possible per request
    • We will respond to the schools/SENCo request for information about any special arrangements or support made for your child. 

  • When moving through the school/transition

    • Information is maintained on the school’s database system and is accessible to all staff.
    • Teachers are informed about the SEND status of the child and the area of need via the inclusion list
    • Teacher support strategies and pupil information is made available to teachers
    • For pupils with significant SEND needs, planning/information meetings will take place with their new teachers.
    • Pupils with SEND have a transitional review meeting with the Connexions advisor to discuss issues and concerns relating to transition into Key Stages 4 and 5

  • How are the school’s resources allocated and matched to children’s special educational needs?

    • The deployment of financial resources provides high quality learning for all our pupils.
    • The level of support will be reviewed by the school through consultation with pupils, parents, teaching and support staff, and relevant external agencies.
    • The notional SEN budget, Pupil Premium allocation and literacy and numeracy catch up premium is used to support pupils effectively to provide additional support or resources dependent on individual needs.
    • The school identifies pupils with additional needs on an inclusion register which is reviewed and updated regularly. This ensures that the needs of children are being met, and resources are deployed as effectively as possible.
    • Resources may include deployment of staff or additional equipment depending upon individual circumstance.
    • Funding is provided by Local authorities through a Statement of Educational needs or EHCP
    • Exceptional Needs Funding, where appropriate, may be applied for in order to support the needs of individual and groups of children with exceptional needs.

  • How is the decision made about how much support my child will receive?

    • Through consultation with parents, teaching and support staff and relevant external agencies.
    • Additional support, provision or intervention will be allocated according to need after discussion with the Head of Year, Assistant Head Teacher responsible for pupil progress, Head teacher and/or SENCo.
    • The level of support is constantly reviewed and allocated according to need.

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