Welcome to SEND (Special Educational Needs and Disability)
Name and contact details of SENCo Mrs N Beswick
Special Educational Needs and Disability code of practice: 0-25 years (July 2014)
The Special Educational Needs and Disability Code of Practice has undergone major reform. The aim of the changes is to ensure that special educational needs and disabilities are identified and supported as early as possible in the child’s development. Children and young people and their parents/carers will be fully involved in decisions about their support and aspirations. There will be an increased focus on life outcomes including employment and greater independence. Councils and local health partners have worked together to prepare for the new arrangements in order to jointly plan and commission services for children and young people with special educational needs or disabilities.
Accessibility and Inclusion – what the school provides
- Accessible parking spaces throughout the school campus. Hygiene suite with Closomat toilet. Toilets and changing facilities suitable for disabled pupils/adults.
- School policies and procedures can be viewed on the school website.
- School information can be made available in a variety of media depending upon the requirements of the audience. For example, sign interpreters or braille.
- Resources are tailor-made to suit the needs of the learner, for example, visual timetables, AlphaSmart keyboards, stools with arms in Science labs.
- Our school was originally founded in 1855 by the then Vicar of Bolton, Canon James Slade.
- The Ofsted inspection of December 2012 rated the school to be outstanding in each of the four categories judged under the Inspection Framework listed below:
- Achievement of pupils;
- Quality of teaching;
- Behaviour and safety of pupils;
- Leadership and Management.
- There are disabled toilets and changing facilities. The school has i-pads, computers and interactive whiteboards installed in most classrooms.
Teaching and Learning – what the school provides
- On entry to Canon Slade, pupils undertake reading, spelling and CAT (Cognitive Attainment Test) testing. In addition, testing for processing speed, comprehension, Dyslexia and Irlen Screening is available. Testing is also undertaken in respect of eligibility for Access Arrangements for tests and examinations.
- Interventions include individual literacy support, Toe by Toe, organisation sessions and individual in-class support according to need. Pupils have access to modified planners and AlphaSmart keyboards. Certain pupils have provision of access arrangements during examinations and tests according to their needs.
- School works in partnership with external agencies in order to facilitate pupils’ access to the curriculum, e.g. Ladywood Outreach Service, Bolton Behaviour Support Service, Child & Adolescent Mental Health Service amongst others. In addition, within school, Sensory Support Service has a base which is staffed and equipped to support pupils with visual and hearing impairments.
- School staff are offered during the course of the academic year, training from SEND specialists who are part of the external agency teams. In addition, Curriculum Support Department staff support school staff on an ‘on demand’ basis. There is also information relating to a wide variety of learning difficulties on the Curriculum Support Database.
- Staff within Curriculum Support Department have a vast range of experience and specialist knowledge covering: Autistic Spectrum Disorder; Dyslexia; Speech, Language and Communication Needs; Emotional, Mental Health and Social needs.
- Staff within Curriculum Support Department receive a bespoke programme of Continuing Professional Development. This is in addition to the general programme of Continuing Professional Development provided by school.
- Where appropriate, pupils are assessed for their eligibility for Access Arrangements during tests and Examinations. During this time those pupils eligible will receive the appropriate examination concessions.
- All pupils are treated as individuals and each case considered separately so that each young person has a bespoke programme of support which considers their needs as an individual and therefore matches their requirements. Where a pupil has a Statement of Educational Need / Disability / Education, Health and Care Plan, recommendations are taken into account and actioned accordingly.
- Early identification is vital, therefore where appropriate, outside agencies are involved so that school can ensure pupils are catered for using the expert knowledge of these professionals. Subject specialists contact the SENCo at the earliest opportunity where there is a concern about a pupil’s progress. The SENCo will then contact parents and seek advice from an external agency if appropriate. Any necessary assessments will then take place. The SENCo works closely with parents and staff in order to ensure that pupils are able to access the curriculum.
- Appropriate assessments are undertaken by either Curriculum Support Department or external agency in order to determine the exact nature of the difficulties experienced by the young person. Parents are informed of the results of any assessments undertaken and a programme of support is discussed with them.
- During tests and examinations, eligible pupils can be supported by means of readers, scribes, extra-time, prompts, access to AlphaSmart keyboard and rest breaks.
Reviewing and Evaluating Outcomes – what the school provides
- Annual Review meetings are held in accordance with Local Authority guidelines.
- Pupils receiving interventions are assessed every term to monitor progress and the effectiveness of those interventions. Pupils are asked for feedback regarding their opinions on the intervention they have received so that Curriculum Support Department can develop and improve what is on offer.
- Parents are an important part of the Annual Review process. They are sent a school advice and asked for their opinion regarding progress and provision. Pupils are a vital part of this process as their voice needs to be heard so that they can take responsibility for their learning.
- Pupil Passports are produced twice yearly and parents invited to contribute either by making an appointment to come into school, contacting the SENCo by telephone or e-mail, or by writing any comments on their own copy of the Pupil Passports and returning it to the SENCo.
- Pupil progress is also monitored throughout the school year via subject tests and examinations, parents are informed via the School Report system.
Keeping Children Safe – what the school provides
- Risk assessments are completed as part of the planning process for school trips. Pupils’ needs are considered when staff numbers, destination and mode of transport are being decided. The Headteacher considers all applications for school trips to ensure that the health and safety of all involved is protected.
- Certain pupils have Personal Emergency Evacuation Plans in place to ensure that they are able to evacuate safely should the need arise. School staff are made aware of who these pupils are, and have access to their plans.
- Generally parents are not allowed on site in their cars at the beginning and end of the school day (during school bus drop off times) to avoid congestion and ensure the safety of all pupils. In the case of vulnerable pupils, an application may be made to the school for a pass which allows parents to enter the site in their car and hence permits these pupils to be collected safely.
- Pupils have access to Curriculum Support base (staffed)/staff during breaks and lunchtimes.
- Where appropriate a Teaching Assistant will supervise pupils in the dining room.
- Parents can access the anti-bullying policy via the school website.
Health (including Emotional Health and Wellbeing) – what the school provides
- All medicine is recorded in writing by the school first aider along with dosage and frequency, parents give written authorisation to the school to administer to their child. All medicines are kept safely within the first aider’s office.
- All school staff are kept up to date regularly with medical information for pupils. Where appropriate, staff are informed of procedures to follow in the case of an emergency with particular pupils.
- Training is offered to staff where appropriate for example, use of Epipens.
- Social Club is a structured programme of activities which enable pupils to develop their social-interaction skills. Topics such as Teasing or Bullying, E-Safety and Making Friends are covered.
- Curriculum Support Department work very closely with pastoral teams to ensure that pupils are listened to and supported with regard to emotional and social issues.
Communication with Parents- what the school provides
- The school website contains details of staff currently employed by the school and the school prospectus also contains this information.
- The school has one parental consultation evening per year group. Year 7 also has a pastoral parental consultation evening to ensure that pupils new to the Canon Slade family are settling in.
Working Together - what the school provides
- Pupils have the opportunity to be a member of the School Council. Representatives are voted for by their form class and each year group is represented.
- Parents are able to offer their opinions regarding their child’s education and progress via Parental Consultation Evenings, Annual Reviews and Pupil Passports.
- Parents are encouraged to become a governor should a vacancy arise. Parents are also welcome to become actively involved in the Canon Slade Association (CSA). The SEND Governor is a regular visitor to the school and is kept up to date should any issues arise.
Help and support for the family – what the school provides
- The School Chaplain is available to offer pastoral support to families at times of need.
Transition from primary school – what the school provides
- The SENCo attends Annual Reviews at primary school during Year 6.
- The SENCo is available at Open Evening to discuss provision and individual pupils with parents. Parents may make an appointment if they wish to further discuss their requirements.
- Pupils are observed in their primary setting during Summer Term, before being invited to visit Canon Slade as part of the transition programme.
Extra-Curricular Activities – what the school provides
- Curriculum Support base is available from 8.30 until registration. It is available every break time and lunchtime with staff supervision.
- Daily lunchtime activities run which include Film Club, Social Club and Wii Club.
- There are a variety of subject specific lunchtime clubs (including musical instruments and sports) run during the week – departmental staff will provide details.
Preparing for life after Canon Slade - what the school provides
School works with a variety of outside agencies to support the young person in preparation for adulthood.
Pupils have access to Connexions advisors to enable them receive advice and to explore their post-16 options.
Pupils with Education, Health and Care plans take an active part in planning for their future through Person Centred Reviews.
School works in partnership with post-16 providers and pupils and their families to explore options and ensure a smooth transition to the new setting.
- In the first instance please contact the SENCo who will be pleased to process your concern
- Information Advice & Support Services Network on 01204 – 848722 are the independent information and advisory service for parent carers of children with Special Educational Needs or Disabilities and young people up to the age of 25 (Bolton area).