ULLSWATER COMMUNITY COLLEGE SEN Offer
INDEX
o Page 2 - Learning Support Department o Page 3 - Introduction o Page 4 - How do you prepare for the move of students with a Special Educational Need from Primary to Secondary School? o Page 5 - How do staff at UCC identify if my child has special educational needs? o Page 6 - What can staff at UCC do to support students with a lower level of special educational need? (SEN Support) o Page 7 - What can we do with an Education, Health and Care Plan (EHCP) in place? o Page 8 - What specialist provision is available for students with severe learning difficulties? o Page 9 - Hear from a parent o Page 10 - Destinations o Page 11 - Work Experience o Page 12 - Professional Development o Page 13 - Progress of Students o Page 13 - Literacy Intervention and Progress o Page 14 - Literacy Intervention and Progress o Page 14 - Glossary
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LEARNING SUPPORT DEPARTMENT 2015/16 Headteacher SMT Link Dawn Ellery Learning Support Co-ordinator / SENCO
Carolyn Dickinson SEN admin
Rachel Ridley Assistant SENCO
Helen Pickup SEN Teacher Joanne Jenkins Specialist teacher in assessment Joanne Key Lorraine Egglestone HLTA
June Westgarth Specialist Teacher ASC
Kerry Higgins HLTA
KS3 Jackie Burne (STA) Emma Carrick (STA) Rachel Carruthers (STA) Matthew Collingwood (TA) Vicky Williams (STA) Sian Edmondson (TA) Louise Grant (TA) Abbie Parkin (TA) Chris Partridge (TA) Ryan Veitch (TA) Sophie Hather (TA) Sarah Addison (App TA)
Joanne Key Principle Teaching Asst
Anna Burford HLTA - KS5
KS4 Vic Brunetti (STA) Lou Harrison (STA) Janice Talbot (STA) Gail Eastham (TA) May Kendrick (TA)
Caroline Broadbridge HLTA - KS4/5 (SRP) KS4/5 (SRP) Emma Ellis (TA) Karin Penfold (TA)
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INTRODUCTION At Ullswater Community College we are very proud of the fact that youngsters of all abilities are included in the provision we offer. We see it as a real strength of the school that we can cater for the widest range of interests and abilities because of the excellent team of highly qualified, hardworking, committed and caring specialist staff. Our expertise and experience in inclusive provision means that we look to design and deliver a bespoke solution to each individual’s needs whilst respecting the need for inclusion in class and in the broader life of the school. We aim to create a learning environment that is flexible enough to meet the needs of all who wish to come here. Together we can prepare your child effectively for the transition from primary to secondary education and on to an independent and successful life beyond school.
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Q.
How do you prepare for the move of
students with a Special Educational Need from Primary to Secondary School?
o
A.
Our SENCO, Mrs Ellery, has contact with all of our primary schools. Information is gathered from schools in different ways. This varies from school to school.
o
Mrs Ellery uses the information that she is given to create a SEN Support Plan for each student. This plan is then shared with Year 7 staff.
o
Some students require a bespoke transition plan and we aim to work with schools to ensure that a plan is put in place to make the transition smooth and successful.
o
If your child has an Education, Health and Care Plan (EHCP) or a statement of special educational needs (SEN), it is important for Mrs Ellery to attend reviews in Year 5 and Year 6. It is really important to begin to work with parents and guardians and other agencies as early as Year 5.
o
Throughout this process, parents and guardians and other agencies will be included in discussions to ensure your child gets the best education possible at UCC.  
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Q.
How do staff at UCC identify if my child
has special educational needs?
o
A.
There are many points in the year where we will evaluate your child’s progress and assess his or her ongoing needs:
o
At the beginning of Year 7 we will work with the information provided by primary schools, parents and other professionals at the point of entry.
o
In Year 7 we use the Cognitive Abilities Test to assess all students. This provides us with useful information about each child and their abilities.
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During Years 7, 8 and 9 we will monitor literacy progress by using spelling and reading tests.
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Some students are given further assessments when appropriate.
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In Year 9 and 10 further testing may be conducted to prepare for GCSE courses and any special examination arrangements.
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Throughout your child’s time at UCC we conduct regular lesson observations and scrutiny of exercise books, homework, etc.
o
Heads of Year and the SENCO monitor progress assessment data, merit awards and behaviour logs for any patterns that require attention.
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Q.
What can staff at UCC do to support
students with a lower level of special educational need? (SEN Support)
1. o o o
A.
Your child will have a personalised SEN Support plan: All staff will have access to this It is amended annually, and whenever required In KS3 we allocate each SEN student a learning support mentor.
2. Your child may have a short-term intervention: o In class o Out of class – either arranged by a subject department or by the Learning Support Department o As part of a specialist programme. 3. We may need to carry out a SEND Early Help Assessment and request help from an educational psychologist, specialist teacher, speech therapist, inclusion specialist or other professional service that would best serve your child’s needs. We work with a wide range of external professional agencies to meet the needs of every student. 4. Ensure that students who are entitled to access arrangements for exams receive them. There are very strict rules that we need to follow, and we aim to ensure that all who need them are identified as early as possible. Access arrangements need to be formally applied for in preparation for GCSE exams. Applications are made in Year 10 and a range of evidence is required when making the application.
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Q.
What can we do with an Education,
Health and Care Plan (EHCP) in place?
o
A.
Your child will have access to the provision available to non-EHCP students.
o
Provision will be planned carefully with parents, guardians, the student and any other professional involved.
o
We operate a “team-around-the-child” approach and your child will have a dedicated team of learning support assistants, who work together and alongside teachers to ensure that your child’s needs are met. Each child will have a Link Learning Support Assistant (LLSA), who will attend meetings, liaise with the teaching and support team, and work with the SENCO and yourselves, to ensure that your childs needs are met.
o
You will have at least 3 opportunities to meet with UCC staff to review your childs progress. There will be an Annual Review and a Support Plan review with the Learning Support Team, and a parents evening with your childs subject teachers.
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Q.
What specialist provision is
available for students with severe learning difficulties?
A.
UCC has a wide range of facilities and specialist provision designed to support the development of students with severe learning difficulties. In addition to school-based facilities, we also offer:
o Horse riding o Speech therapy o Swimming o Sensory sessions o Safe and supervised environment for students during informal parts of the school day
o
An in-house specialist teacher for physical/medical difficulties;
severe learning difficulties and autistic spectrum conditions
o
Personalised provision beyond KS3 to ensure that students leave
with qualifications or suitable accreditation
o o
Applied Learning Centre A varied extra-curricular provision to meet the needs and
interests of all students
o
‌ And many more extra-curricular and residential experiences
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HEAR FROM A PARENT Jill has a daughter – Megan, who is visually impaired. The transition process started for Megan in Year 5, when her primary school invited Mrs Ellery, the SENCO, to a review meeting. By working together with Jill, Megan and primary school staff, we were able to plan for Megan’s transition to secondary school in a personalised way. We needed to assess the site carefully to ensure that she was more familiar with the site than other students so she had many additional visits focussing on getting around the site safely; we sought additional advice from the specialist teaching service and from the mobility officer; all teaching and non-teaching staff were fully briefed about her needs prior to her starting school. We will continue to work with Jill and Megan to ensure that each transition phase goes well. Jill, Megan’s mum, has the following advice for making the move to UCC:
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Do your research about the schools that you are thinking about sending your child to. o Don’t be afraid to ask questions.
o
Visit the school and meet the SENCO. o Make sure that the primary SENCO invites the secondary SENCO to the annual review in Year 5. o Take up the various opportunities to visit the school so that you see it a number of times. o Talk to other parents. o When your child starts school, if you aren’t happy, contact them straight away so things can be sorted immediately. o Attend all meetings at school so that you have your say – school will listen. o Listen to the advice that the school and other specialists give. o Sometimes meetings can be quite large – take someone with you for support. o Occasionally you might feel you need an extra small meeting – just ask.
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DESTINATIONS Over the last two years Students with Statements of SEN / Education Health and Care Plans went on to a range of different destinations o
Local employment
o Further study at Newton Rigg (Retail, Agriculture and Small Animal Care) o
Further study at Carlisle College
o
Beaumont College – a specialist College
o
Dilston College – a specialist College
Students who are leaving this year are aiming towards: o
Adult Nursing Degree at University (still to be decided)
o
Criminology Degree at Chester University
o Further study at Newton Rigg (Child Care, Hair and Beauty, Beauty Therapy and Small Animal Care) o
Carlisle College – Motor Vehicle
o
Apprenticeship in Engineering
o
Apprenticeship in Catering
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WORK EXPERIENCE All students at UCC get the opportunity to experience real work on placement with a local employer during the summer term in Year 10. In addition, UCC offers vocational training through our Applied Learning Centre, where students experience: o
Motor Vehicle Engineering
o Construction industry trades: Plumbing, Electrical, Bricklaying, Joinery. o
Hair and Beauty
o Retail.
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PROFESSIONAL DEVELOPMENT At UCC we do have an ongoing commitment to Professional Development. Between September 2015 and July 2016, staff have attended the following. o Art moderation o Art therapy o Attachment Disorders/ Disassociation o Autism and the Criminal Justice system o Awareness of Child Abuse and Neglect o Changes to new SEN policy and framework o Counselling o De-escalation techniques o Downs Syndrome o Evac Chair training – train the trainer o First Aid o Food Hygiene o Hearing Impairment o Higher Level Teaching Assistant o Maths Recovery o Makaton o Moving and Handling o Psychology and Counselling o Reading Intervention o SENCO conference o SIMS training o Social Stories o Speech and Language o Strategies to use with students who have behavioural difficulties o Supporting maths in the classroom o Team Teach o Use of Ipad with SEN students o Visual Stress o Visual Impairment Training
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PROGRESS OF STUDENTS 32% of SEN Support students achieved 5A* - C including English and Maths – there were 41 students within the cohort. At UCC, we offer a range of different types of interventions to ensure the best outcomes for students. The majority of our interventions are Department led and driven by scrutiny of Year Group and Department Data. In addition to this, the Learning Support Department also offers literacy support for students in Key Stage 3 who have Reading and/or Spelling Standardised Scores of below 80, following our screening tests.
LITERACY INTERVENTION AND PROGESS In 2014 – 2015 Literacy support was given to 76 students in Key Stage 3. o Year 7 – 38 o Year 8 – 23 o Year 9 – 15
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Support ranged from o Reading Intervention – 3 sessions a week o Structured Reading and Spelling Programme – 1 or 2 sessions per week o Basic Literacy Support – 1 session per week o Launch the Lifeboat spelling programme – 1 session per week o Reading support plus Launch the Lifeboat spelling programme – 1 session per week o Reading with a member of the support team during registration – 1 session per week Students who took part in these interventions made good progress. In Year 7, the average increase in reading age was 2 years progress over a 9 ½ month period. The average increase in spelling age was just under 2 years over a 9 ½ month period. In Year 8, the average increase in reading age was 2 years, over a 1 year period. The average increase in spelling age, was just over 2 years over a 1 year period.
GLOSSARY
PTA - Principal Teaching Assistant HLTA - Higher Level Teaching Assistant STA - Senior Teaching Assistant TA - Teaching Assistant EHCP - Education Health and Care Plan SENCO - Special Educational Needs Co-ordinator SEN - Special Educational Needs SEND - Special Educational Needs and Disabilities LSA - Learning Support Assistant SPLD - Specific Learning Difficulties SLCN - Speech, Language and Communication Needs PHYS/ MED - Physical and Medical Difficulties SLD - Severe Learning Difficulties LSA - Learning Support Assistant SEN Policy/ Information Report Information Report appendix Accessibility Plan
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