SENCO

1) SEN overview that mentions working to the latest guidance.

  • When carrying out our duties towards our pupils with SEN, we have regard to the Special Educational Needs Code of Practice 2014.

  • We value all children in our school equally.

  • All pupils are entitled to a broad and balanced curriculum which is differentiated to meet their individual needs and abilities.

  • All children are entitled to experience success.

  • All children are entitled to have their particular needs recognised and addressed.

  • All children should be helped to reach their full potential – we have high expectations for everyone.

  • Good special needs practice is good practice for all pupils.

  • Additional intervention and support cannot compensate for Quality First Teaching.

  • Pupils and their parents/carers know their child best and should be full partners in planning and reviewing support for their child.

  • Pupils with SEN have a unique perspective on their own needs and should be central to all

  • decision-making processes about their support.

It also operates under the following legislation:

Children and Families Act 2014, Part 3

Educational Needs and Disability Code of Practice: 0 to 25 years 2014 Equality Act 2010

Education Act 2011

Supporting students with Medical Condtions

 

2) The kinds of SEN that are provided for.

  • Special educational needs can be categorised under four broad areas:

  • Communication and interaction

  • Cognition and learning

  • Social, emotional and mental health difficulties

  • Sensory and/or physical needs

​We recognise that, in practice, individual children often have needs that cut across more than one of these areas and that their needs may change over time. Our purpose is not to ‘label’ a child, but to work out what action the school needs to take. We consider the needs of the whole child and ensure that support is focused on individual need and personal outcomes rather than classification/label.

Teachers are responsible and accountable for the progress and development of all the pupils in their class, including those who have or may have SEN and who access support from teaching assistants or specialist staff.

3) Policies for identifying pupils with SEN and assessing their needs.

The school follows the 4-part cycle as set out in the code of practice.

4) Arrangements for consulting parents of children with SEN and involving them in their children’s education.

We recognise the importance of working in partnership with parents. Parents hold key information and have knowledge and experience to contribute to the shared view of a child's needs and the best ways of supporting them. All parents of pupils with special educational needs will be treated as partners and supported to play an active and valued role in their child’s education.

We will always tell parents when their child is receiving help for their special educational needs and will involve them fully in planning and reviewing any SEN provision. Parents of any pupil identified with SEN may contact the Parents in Partnership Service of Redbridge for independent support and advice.

 

5) Arrangements for consulting young people with SEN and involving them in their education.

Pupils and young people with special educational needs often have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They will be encouraged to participate in the decision-making processes, including the setting and evaluation of targets. We are committed to developing more person-centred ways of working to make it easier for our SEN pupils to express their views. A student voice questionnaire and interview is carried out twice a year to assess pupil’s views on their support and education.

 

6) Arrangements for assessing and reviewing pupils' progress towards outcomes.


This should include the opportunities available to work with parents and young people as part of this assessment and review

We have robust tracking systems for monitoring the progress of all our pupils, including those with SEN. Review meetings are held termly, attended by the SENCO, HOH, parents and pupils at which action is planned to address any lack of progress identified.

The ‘assess-plan-do-review’ cycle ensures that we match provision closely to each child’s needs and that we respond quickly to any evidence of inadequate progress.

The progress of SEN pupils in relation to the objectives in their Statement of Special Educational Needs or the outcomes in their Education, Health and Care Plan are reviewed annually. A child’s objectives or outcomes are broken down into smaller steps and recorded on the child’s Individual Education Plan. These shorter term targets are reviewed at least termly. We involve the child and family fully in the planning and review process.

 

7) Arrangements for supporting pupils moving between phases of education and preparing for adulthood.

New Year 7 Cohort

Once the new cohort has been identified, primary schools are asked for specialist information on areas of SEN. Anyone who has an identified need is highlighted from the beginning.

All of year 7 complete a dyslexic tendency screening test, which can indicate early signs of a learning difficulty. Each student also sits an Edinburgh 4 Reading test to assess literacy. Students identified as having a need will enter into the 4 part cycle of ‘plan-assess-do- review.

Targets are reviewed 3 times each year with parents and pupils fully involved. Students have a central role to play in their target setting. All SEN students have a learning profile and a learning support plan. This is distributed to staff when reviewed and specialist information is added accordingly.

New Year 12 Cohort

On entry into the Sixth Form students with SEN are incorporated in the school systems of assessment, monitoring and tracking of progress. There are three paths of approach:

Internal Transfer from Key Stage 4 to 5 – if a student with SEN meets the ICHS entry criteria for Sixth Form then their provision and support transfers with them. This is adapted to focus on the different approaches that are required in Year 12.

External Transfer from Key Stage 4 to 5 – if an external student with SEN meets the ICHS entry criteria for Sixth Form then their provision is adopted with adjustments as appropriate to meet their needs at ICHS.

Needs identified while in Year 12 or 13 – if a student has needs identified through the intervention group/parental or staff referral then the school use the 4 part cycle adopted once the SEN changes had been implemented.

Targets are reviewed 3 times each year with parents and pupils fully involved. Students have a central role to play in their target setting. All SEN students have a learning profile and a learning support plan. This is distributed to staff when reviewed and specialist information is added accordingly.

 

8) The approach to teaching pupils with SEN.

Our guiding principle is one of Inclusion and we aim to provide Quality First Teaching for all our pupils. This includes appropriate differentiation for individual pupils, high quality resources and effective use of additional adult support. We aim to identify and break down possible barriers to learning so that all our pupils experience success. This does not mean treating all pupils equally; it means treating all pupils as individuals and ensuring they have the required provision to achieve the best possible progress

9) How adaptations are made to the curriculum and the learning environment of pupils with SEN.

It is the responsibility of teachers to make the appropriate adaptations to the curriculum and learning environment to enable pupils with SEN access learning opportunities and experience success alongside their peers. Our teachers have a clear understanding of the needs of the SEN pupils in their class and know a range of strategies that can be utilised to support pupils. They are able to draw on the expertise of the SENCO, outreach teachers and professionals from other external agencies for advice as needed. E.g. Joseph Clarke Service for the Visually Impaired, Redbridge Service for Deaf and Hearing Impaired Children.

 

10) Additional support for learning that is available for pupils with SEN.

The SENCO ensures that the school provides a range of intervention programs to address the needs of groups of pupils and individual pupils within the school. Examples of interventions available include: A literacy program and specialist support for students with auditory processing weaknesses, anger management and behavior issues. Some interventions are delivered by trained Learning Support Assistants (LSAs) under the direction of the SENCO. Other interventions are delivered by specialist outreach provision.

Some pupils are supported in class for part of the school day by a LSA, either individually or in a small group. These pupils continue to have the same opportunities as their peers for learning in a group with the class teacher and the teacher remains responsible for their progress. LSAs understand the need to develop independence in the pupils with whom they work and support is only assigned when it is needed.

 

11) The expertise and training of staff to support pupils with SEN, including how specialist expertise will be secured.

The Special Needs Coordinator is currently Ms Warnock. She is in school full time. Her key responsibilities include:

  • to work in collaboration with the Headteacher, school governors and staff to develop a clear strategic direction for SEN

  • to oversee the day-to-day operation of the school’s SEN policy

  • to coordinate and develop high quality provision to meet the needs of pupils with SEN

  • to work in partnership with parents/carers of pupils with SEN to develop and review effective support for their child

  • to work with teachers to monitor the effectiveness of interventions and the progress made by pupils with SEN

  • to liaise with professionals from outside agencies, such as educational psychologists, outreach services, health and social care professionals, and independent and voluntary bodies, ensuring that appropriate referrals are made and strategies are implemented

  • to liaise with other schools to ensure that pupils make smooth transitions between school placements

  • to work with the Headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regards to reasonable adjustment and access arrangements

  • to promote the inclusion of pupils with SEN in the school community, ensuring they have access to the school’s curriculum, facilities and extra-curricular activities

  • to ensure that the records of pupils with SEN are maintained and kept up to date

  • to support and advise teachers about differentiated teaching methods appropriate for individual pupils with special educational needs

  • to coordinate the effective deployment learning support assistants, providing support and training as needed

  • to contribute to the in-service professional development of staff in relation to SEN

 

  • Line Management of LSAs.

  • Teachers

  • to provide Quality First Teaching for all the pupils in their class

  • to provide for the individual needs of all their pupils, adapting their teaching and the learning environment as appropriate

  • to be accountable for the progress of all their pupils, including those who receive additional support from learning support assistants and specialist teachers

  • to work with the SENCO to monitor the effectiveness of interventions and the progress made by pupils with SEN

  • Learning Support Assistants

  • to support pupils with their learning under the direction of the class teacher and/or the SENCO, implementing strategies recommended by the teacher, SENCO or professionals from external agencies

  • to develop the independence of the pupils with whom they work

  • to provide feedback to the teacher and/or the SENCO on the progress of the pupils with whom they work to inform planning and review


12) How equipment and facilities to support children and young people with SEN will be secured.

There is a learning support suite that has two fully functioning desktops and access to printing.  The learning support area has a library of resources and materials that are used by students.

Specialist ICT equipment is acquired as necessary for students with SEN – this includes the latest Microsoft Office Surface Pro and tablets. Equipment can also be accessed through the Special Education Resource Centre at Newbridge and other specialist centres as required. There are also 4 netbooks, which can be accessed as necessary for those students who have broken upper limbs. For each exam series special examination laptops are also available.

13) How the effectiveness of the provision made for pupils with SEN is evaluated.

Intervention programs are time-limited and the progress of children taking part is tracked. If there is no evidence that an intervention is effective, we will either adapt the intervention to more closely meet the child’s needs or we will plan a different type of support.

The success of the education offered to children with SEN will be judged against the aims of this SEN policy. The SEN policy will be reviewed annually and the Governing Body’s Annual Report will report on the implementation of the policy.

14) How pupils with SEN are enabled to engage in activities available with those in the school who do not have SEN.


Students are fully integrated within the school community and participate in all activities. The school operates fully inclusive practice and are taught with those who do not have SEN. Awareness sessions are run to help those students without SEN to understand the challenges that can be faced. This is a vital part of the phase transition process and update sessions are run throughout the year.

 

14) Support for improving emotional and social development.


This should include extra pastoral support arrangements for listening to the views of pupils with SEN and measures to prevent bullying

A student voice questionnaire and interview are held twice a year to discuss individual student support and guidance. Pupils views are taken into consideration during review meetings and any discussions. They are always included within any review process and are present through all discussions.

Social and emotional development  support is also provided within the pastoral systems of the school, intervention group and access to a school counsellor and learning mentor.

15) How the school involves other bodies, including health and social care bodies, local authority (LA) support services and voluntary sector organisations, in meeting pupils' SEN and supporting their families.

External support services play an important part in helping the school identify, assess and make provision for pupils with special education needs. The school receives regular visits from the nominated Education Welfare Officer for the area. The SENCO works closely with the Educational Psychologist assigned to the school and meets with her at the beginning of each term to plan their work in the school for the term.

Other agencies and outreach services that the school works with include:

  • Hatton/Little Heath Outreach

  • New Rush Hall Outreach

  • Speech and language therapy service

  • Occupational therapy service

  • Physiotherapy service

  • Joseph Clark Service for the Visually Impaired

  • Redbridge Service for Deaf and Hearing Impaired Children

  • Newbridge Outreach

  • SERC (special Education Resource Centre)

  • Early Years Advisory and Support Service

  • Roding School for the Deaf

  • CAMHS (Child and Adolescent Mental Health Service)

  • Redbridge Child Development Centre

  • Virtual School for Children Looked After

  • Social Care services

  • School Health Services and School Nurse

 

 

16) Arrangements for handling complaints from parents of children with SEN about the provision made at the school.

The schools’ complaint procedures are set out in the school prospectus.

Under the Children and Families Act 2014 parents may seek advice on resolving disagreements with the LA and/or the Independent Mediation Service. The school will make further information about this process available on request.


17) Contact details of support services for parents of pupils with SEN.

SEN and Inclusion Services

Children’s Resource Centre, 91Ray Lodge Road

Woodford Green

Essex

IG8 7PG

020 8708 8210

18) Named contacts within the school for when young people or parents have concerns.

Miss C Warnock (SENCO)                  

Ilford County High School                   

Fremantle Road,                                 

Ilford,                                                

Essex                                                     

IG6 2JB                                                   

C.Warnock@ichs.org.uk                      

02085516496 (ext 8816)     


19) The school's contribution to the local offer and where the LA’s local offer is published.

Further information on ICHS arrangements for supporting pupils with SEN can be found in the school’s Local Offer which can be accessed via the FIND website: https://find.redbridge.gov.uk/kb5/redbridge/fsd/home.page. Our School Local Offer forms part of the Redbridge Local Offer, which is also available on this site and provides information for parents/carers on SEN services available within Redbridge and neighbouring boroughs.

Mr G Streatfield (Deputy Headteacher)

Ilford County High School  

Fremantle Road

Ilford

Essex   

IG6 2JB  

G.Streatfield@ichs.org.uk

02085516496 (ext 8802)

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Ilford County High School
Fremantle Road
Barkingside
Ilford
Essex IG6 2JB
Telephone: 020 8551 6496
Email: enquiries@ichs.org.uk
Ilford County High School Ofsted Report
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