- To create an ethos and educational environment that meets the needs of every student in the College setting
- To ensure that all students with special educational needs and/or disabilities are identified early, assessed and catered for within the College setting where possible and make the best possible progress
- To foster and promote effective working partnerships with parents/carers, students and outside agencies
- To enable full access for students with SEND to all aspects of the college curriculum and the wider college life and activities
- To develop self-esteem, promoting a positive self-image and a ‘can do’ culture
- To regularly review and evaluate the progress of students with SEND, ensuring parents/carers and students are fully involved throughout the process
The main responsibilities listed in this report fall within the role Special Educational Needs and Disability Coordinator. The SENDCO role is outlined as follows:
- Overseeing the day to day operation of the SEND report including reporting the effectiveness of the SEND report to governors
- Coordinating provision for students with SEND
- Liaising with and advising all colleagues
- Managing and coordinating the work of Learning Support Assistants
- Overseeing the records of all students with SEND
- Liaising with parents/carers of students with SEND
- Contributing to whole college CPD/ training
- Liaising with and drawing upon the advice of external agencies and LA
- Ensuring student profiles and SEND provision maps are in place and regularly reviewed
- Assessing the progress of students with SEND (using all available data) ensuring that the progress of vulnerable groups is carefully tracked
- Follow a graduated response to the assessment and provision of SEND with a clear focus on early identification
- Supporting the Headteacher, Senior Leadership Team and Governors to evaluate the effectiveness of the college’s SEND report, SEND provision and outcomes for students with SEND
- Ensuring a smooth transition across key stages and phases
- Plan and monitor interventions for best possible impact.
- Building the college’s capacity for developing an inclusive approach particularly to learning and teaching
The SENDCO at Wright Robinson College is Mrs Carol Cooper .
She can be contacted directly at the college on 0161 8261031 or via email on email@example.com
The college acknowledge that the SENDCO shares this responsibility with the rest of the staff within the college and the governing body. The governing body at Wright Robinson College promotes the development of SEND provision by:
- championing inclusion and promoting a greater understanding of issues related to SEND
- following key legislation and up-to-date reports
- fostering communication between parents/carers of children with SEND and the college
- meeting with the appropriat support staff
- ensuring staff and parents have an understanding of the role of the SENDCO and how students are supported
- developing an awareness of the types of SEND present within the college cohort
- understanding how funding received for SEND is allocated by the college
- attending training in relation to SEND
- assisting in monitoring the progress of vulnerable students
Provision for students at Wright Robinson College with special educational needs and/or disability is the responsibility of the college as a whole with specialist guidance from the SENDCO, the Governing Body and the Headteacher. All teaching staff are teachers of students with special educational needs. We adopt a graduated response to meeting special educational needs and/or disabilities in line with the 2014 Code of Practice.
The main methods of provision made by the college and coordinated by the SENDCO are:
- Full-time education in classes, with additional help and support by class teacher/subject teachers through a differentiated curriculum (Quality First Teaching) and/or access to a Teaching Assistant if required
- Tailored intervention assessed and delivered by a specialist teacher
- Tailored intervention that is evaluated for impact including, vocabulary and inference group
- Weekly social skills sessions for students with specific social communication needs
- In-class support with resources or specialised equipment
- Lexia online reading support
- Support from specialists where appropriate within class or as part of an agreed and monitored withdrawal programme
- Specific SEND homework club is available at lunchtime each day
- Support for social emotional and mental health issues is available through individual keyworker sessions.
- Additional support where appropriate
College Support (K)
A child with a diagnosed or recognized condition or disability may be placed on the college SEND Register. The parents and SENDCO will decide if the condition is impacting on the child’s progress in College, and therefore discuss where additional support needs to be put in place. The SENDCO will take the lead in coordinating additional or different provision to enable the student to learn more effectively. The SENDCO will work closely with the parents/carers, teacher and student and may produce a student passport outlining specific, measurable targets and strategies to meet the child’s needs.
Recommendations from external agencies (e.g. educational psychologist, speech and language therapist, outreach teachers) will be shared with teachers as appropriate. Any additional strategies will be implemented by the class teacher based on the advice received from outside agencies.
According to the 2014 SEND Code of Practice, a child of compulsory school age or a 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 facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
- Communication and Integration
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical
Where a request for a statutory assessment is made by the College to the local authority (LA), the student will have demonstrated significant cause for concern. The LA require information about the student’s progress over time and also need documentation in relation to the student’s special educational needs and any action taken to deal with those needs, including any resources or special arrangements put in place. The SENDCO completes statutory assessment paperwork for the LA in these cases, and liaises with both outside agencies and the LA. If successful, the child will receive an Education and Health Care Plan (EHCP).
Provision for children with SEND
The aim of formally identifying a student with SEND is to help college ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:
Assess Plan Do Review
This cycle enables the identification of those interventions which are the most effective in supporting the student to achieve good progress and outcomes.
Assess:How does the college decide if a child needs extra support?
The class teacher’s assessment and experience of working with the student, details of previous progress and attainment, comparisons with peers and national data, specific assessment tasks and tests as well as the views of parents and students is used to identify needs. Advice may also come from external support services.
Plan:What type of support and how much support will my child get?
Information gathered is then used to develop interventions and adaptions to the environment and to the curriculum. Again advice from specialist agencies including, our Specialist teacher, Outreach from local Specialist colleges, the Educational Psychologist, CAMHS and Speech and Language Therapists may be accessed. The advice and strategies will be shared with the class teachers and if necessary additional support outside the classroom may be provided.
DO:How will the college staff support my child?
Interventions may involve group or one-to-one teaching both in class and away from the main teaching on specific schemes of work. It may also involve use of different equipment or the adaption of the curriculum.
The curriculum may be adapted through differentiation, using prompts, adapted resources and by support from teachers and teaching assistants. In some cases students spend some time out of the classroom following specific schemes of work (including those provided by Speech and Language therapists and those delivered by Sensory Support services) and interventions.
Children who have an EHCP will have the targets and strategies they are working on recorded and discussed with both the students and their families at review meetings. Students at SEN support level will be monitored and information shared with parents through Parent’s evening, when individual appointments will be made with the SENDCo and also through the parental Forums.
REVIEW:How will college and I know how my child is doing?
Intervention work is reviewed termly by the SENDCO, using teacher assessments, specific test results and observations by appropriate staff where appropriate. Children with SEND are also carefully monitored at termly progress meetings with the SENDCO and identified staff and monitor progress.
Parents will be offered a chance to discuss progress each term or as needed. More regular meetings happen where staff and families feel necessary. Multi-agency meetings where support from other agencies is necessary will also happen as well as EHCP review meetings.
- Some children will have extra help from another adult e.g. Teaching Assistant, Specialist teacher, Sensory Support service staff
- A few children may benefit from support and advice from other sources and specialists.
- A very small number of children will have exceptional needs that require the college to request a statutory assessment, leading to an EHCP.
What are the admission arrangements for students with SEN who do not have a statement if the arrangements differ from those for other students?
The Governing Body at Wright Robinson College believes that the admissions criteria should not discriminate against students and has due regard for the practice advocated in the Code of Practice and The Equality Act 2010:
‘All colleges should admit students already identified as having special educational needs, as well as identifying and providing for students not previously identified as having SEN . Students with special educational needs but without statements must be treated as fairly as all other applicants for admission.’ (Code of Practice 1:33)
It is unlawful for a college to discriminate against a student or prospective student by treating them less favourably because of their:
- religion or belief
- sexual orientation
- gender reassignment
- pregnancy or maternity
(Equality Act 2011 – Advice for college leaders, college staff, governing bodies and local authorities)
At Wright Robinson College we have taken all necessary arrangements to ensure all students regardless of any disabilities can fully access the building and extended facilities. We have done this in the following ways:
- The college was built in 2007 and is modern, bright and has wide accessible corridors and classrooms
- Full access for wheelchair users
- Disabled toilet facilities
- The college has adapted tables for wheelchair users
- The college has lifts to enable users to fully access all floors
- The college has evac-chairs for use in the event of a fire
- The college H&S officer carries out full risk assessments, and is part of the wider site H&S team
The Senior Leadership and Governing Body oversees the expenditure of the college budget for SEND and therefore ensures resources are directed to support appropriate provision as outlined in this report.
The college allocates SEND funding in the following ways:
- Teaching Assistants
- Training for all Teachers and Teaching Assistants so that they can meet students’ needs more effectively
- Specialist equipment and resources
- Specialist assessment materials
- In class and withdrawal support from the SENDCO, or support staff
- Outside providers to deliver targeted programmes
- Purchasing and maintenance of ICT and electronic equipment
Early identification of students with SEND is a crucial factor is overcoming barriers to learning. The SENDCO works closely with the primary colleges to gather information around any identified needs. The SENDCO also meets with appropriate staff in college to discuss any concerns raised by the core data drop points and any other appropriate information.
At Wright Robinson College we also use a number of additional indicators to identify students’ special educational needs. Such as:
- Close analysis of data including: CATs and KS2 data
- Any teacher or support staff concerns
- Following up parental concerns
- Tracking individual student progress over time
- Liaison with feeder colleges on transfer
- Information from previous colleges
- Information from other services
- Use of the Lucid screener
These assist the SENDCO and class teachers to:
- provide starting points for the development of an adapted and appropriate curriculum that meets the student’s needs
- support the student within the classroom environment
- assess students to identify strengths and areas for development
- provide feedback about the student’s achievements and experiences to form the basis for planning the next steps
- inform on-going observation and assessment of each student
- involve parents/carers in supporting students at college and at home
The identification and assessment of the special educational needs of children whose first language is not English, requires particular care and attention.
Where there is uncertainty about an individual student, the college will link with parents (through interpreters if required) to ascertain whether the student is developing in their home language in line with peers and siblings.
Parents/carers have individual appointments with the SENDCO through Parents’ Evenings and parental forums. The SENDCO encourages parents/carers of children with additional needs to maintain contact with the college.
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
The College offers two main ‘Year 6 into Year 7’ transition days, and the SEND team and other appropriate staff work directly with students who need additional support. Transition for learners with additional needs is personalised as some children may require additional visits. The SENDCO visits all the main primary college SEN staff to gather information about our more vulnerable learners. This work also includes attending year 6 reviews and observing learners with special educational needs and disabilities within the primarysetting.
Support is also offered to learners with additional needs in Year 8 when choices are being made with regards to option subjects. During Year 10 and Year 11, the college careers advisor offers support to learners
with additional needs. Young people have the opportunity to explore post 16 options and gain advice about any areas of interest.
Primary to Year 7:
- Attendance at Annual review and other meetings at the primary colleges by the SENDCO.
- Extra visits by SEND students.
- Personalized additional visits, particularly for any students recognized as having social communication difficulties.
- The SENDCO or Assistant SENDCO will visit the primary feeder colleges to meet the students.
- Information shared along with good practice for students leaving the college to allow a smooth transition onto the next journey of their education
Year 11 to Post 16 Provision
- In college careers and guidance at key transition stages.
- For students with an EHCP a representative from the post 16 provider, if known, will be invited to the year 11 review.
- Additional visits may be arranged as part of an individualized transition.
- Information shared along with good practice for students leaving the college to allow a smooth transition onto the next journey of their education.
All students at Wright Robinson College have equal access to a broad and balanced curriculum, differentiated to enable ALL students to understand the relevance and importance of an appropriate education. This promotes self- esteem and confidence that leads to students making relevant progress that is closely monitored.
Teachers use a wide range of strategies to meet student’s additional needs. Lessons have clear learning objectives and success criteria, are differentiated appropriately and assessed to inform the next stage of learning. The college’s achievement for all ethos promotes best practice towards students with SEND.
The Equality Act 2010 states that education providers must also make ‘reasonable adjustments’ to ensure that disabled students aren’t discriminated against. At Wright Robinson College we ensure students have access to best:
- practices or procedures
- accessible physical environment
- learners assessment
- extra support and aids (such as specialist teachers or equipment)
Relevant information is shared with parents/carers of students identified as having Special Educational Needs and Disability. They receive regular details on the agencies involved with their child’s education and are signposted according to their child’s needs. Key information is also shared within the college to ensure teachers are up to date with developments. Staff and trainees receive regular training from the SENDCo and other appropriate staff.
The SEND register is a fluid working document that is constantly updated and therefore the numbers of students on the register will be subject to change. A key element of evaluating the success of the SEND provision provided at the college is covered in the close monitoring of data (with an emphasis on progress), particularly in English and Maths, as well as any additional intervention/support provided.
All teaching and support staff, parents/carers, outside agencies and the students themselves are vital to this process. Their feedback along with the monitoring of provision allows us to evaluate the success of the provision and make timely amendments where required. Where interventions have not made the expected impact over the time frame allocated alternative provision may be offered and interventions modified.
Parents have opportunities to become involved in decision-making processes.
- The college run parent forums which are open to any parents of children with on the SEND register, who attend Wright Robinson College.
- The parents have individual invitations to speak to the SENDCO at parent’s evenings.
- Individual meetings are arranged with parents where concerns are raised by staff or parents request it.
Our parent-college partnerships are based around the following objectives:
- Being a welcoming and friendly place for parents.
- Promoting an awareness of and participation in lifelong learning opportunities available in college and in the community to all groups of parents.
- Providing good induction for all new parents.
- Providing parents with relevant and user friendly guidance and information to help them support their child’s learning.
- Producing and implementing parent/carer friendly policies to establish effective home-college links and improve student/student attendance, punctuality, behaviour and progress and positive participation from college.
- Providing good support for transition for parents when their children leave the college.
At all stages of the special needs process, the college keeps parents/carers fully informed and involved. Meetings are scheduled to share the progress of the students with parents/carers and take account of their views. It is hoped that this will assist in supporting students to reach their full potential. Parents/carers are encouraged to make a full and active contribution to their child’s education. The college prospectus and website contain details on special educational needs.
Any complaints should first be raised with the SENDCO, then if necessary with the Headteacher and finally, if unresolved, with the Governing Body.
Managing parental complaints related to SEND (any of the following may apply)
- All SEND complaints must follow the college’s formal complaints procedure
- The Governing Body is consulted
- External advice may be sought
- Key legislation regarding the matter is identified
- Good levels of communication with the parents/carers are maintained throughout the process
- Meetings with the parents/carers are arranged, perhaps involving a mediator such as Independent Advisory Service (previously Parent Partnership).
- Key issues are identified including where there is agreement
- Discussions should take place with the SENDCO
- Reports provided by outside agencies should be considered
- Student progress is reviewed
- Any behaviour logs are included and shared with parents/carers
All teaching and support staff have attended courses and training that assist them in acquiring the skills needed to work with students with SEND. The Specialist teacher provided college-based INSET for teaching staff around supporting students with specific learning difficulties. This is to support staff to develop awareness of resources and practical teaching strategies for use with students with SEND.
The College’s INSET needs are included in the College Development Plan. In recent years the following areas have been covered:
- SEND register – codes, descriptors, interventions
- The Code of Practice
- Supporting learners with SpLD
- ADHD training for all staff
- MLD strategies for all staff
- BESD – behaviour management
- Access Arrangements – for TAs
Wright Robinson College works in partnership with outside agencies such as:
- Outreach support from Lancasterian, e.g. VI and HI teachers
- Outreach support from Mellands High College and The Grange High College for advice and best practice around individuals.
- College Nurse
- Leo Kelly, Hospital College
- Educational Psychology
- Educational Casework service
- Manchester PRU
- Federation of EBD Colleges
Members of these agencies may be invited to meetings in college to review any programmes in place for individual students in order that their specialist advice may be incorporated into the student’s intervention/provision.
The college promotes the ‘team around the child approach’ and draws upon EHA, where appropriate, to ensure early identification and assessment of SEND.
Prior to admission to Wright Robinson College, contact is made between the SENDCO and the SENDCO or class teacher at the previous college in order to contribute to a transition plan should one be required. The learner support
and inclusion department deliver extra transition days for vulnerable learners in the summer term. When a student with SEND transfers to another college, all relevant documentation is passed on to the new provision by Wright Robinson College.
Please contact our SEND co-ordinator Mrs Carol Cooper if you require further information. She can be contacted directly at the college on 0161 8261031 or via email at firstname.lastname@example.org
You can also contact the Information, Advice and Support (IAS) Manchester (previously Parent Partnership Service).
Review : This Policy will be reviewed in September 2019 unless an earlier review is required.
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