The School SEN Information Report
(if you would prefer to print this out as a single document, please click here for a pdf version)
- We aim to develop and support the children in our care in every way possible so that they can fulfil their educational potential.
- We work closely with parents to ensure that each child reaches her full potential to develop into a responsible and respectful member of the community and live her life according to Christian values.
- SENCO: S. Richardson
- Specialist SEN Teacher: J Filewod
- Learning Support Assistants
- Subject Teachers
- Pastoral Staff
Information and Guidance
Who should I contact to discuss the concerns or learning needs of my child?
In the first instance contact your child's form tutor or subject teacher. They are responsible for:
- Adapting and refining the curriculum to respond to strengths and needs of all pupils.
- Checking on the progress of your child and identifying, planning and delivery of any additional support required to support progress
- Contributing to devising individual differentiation plans to prioritise and focus on the next steps required for your child to improve learning
- Applying the school’s SEN policy.
You then may be directed towards to the Special Educational Needs Coordinator (SENCO).
The role of the SENCO (Special Educational Needs Coordinator)
The SENCO is responsible for coordinating provision for children with SEN and developing the school’s SEN policy, ensuring that parents are:
- Involved in supporting their child’s learning and access
- Kept informed about the range and level of support offered to their child
- Included in reviewing how their child is doing
- Consulted about planning successful movement (transition) to a new class or school
- Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
- Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.
Responsibilities of Head Teacher and Governors
The Head Teacher is responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEN.
The SEN Governor is responsible for supporting school to evaluate and develop quality and impact of provision for pupils with SEN across the school.
Assessment, Planning and Review
How can I find out about how well my child is doing?
- All parents and carers are routinely invited to a Parents’ Evening and given the opportunity to discuss their daughter’s progress with her subject teachers and are also provided with written reports.
- Additionally ongoing monitoring takes place throughout your daughter’s education administered by form tutors/ subject teachers and SENCO to identify those pupils who have difficulty or are not making adequate progress.
- Following further assessments and after discussions with key staff and parents, additional support may be put into place to help overcome any difficulties and your daughter may be identified as requiring SEN Support.
- This additional support is documented by the school. In consultation with the class teacher/form tutor, SENCO and parents, short term targets are agreed which prioritise key areas of learning. Where external agencies are involved, their advice and recommendations are included in this planning. Actions agreed take into account each pupil’s strengths as well as their difficulties.
- In some cases and for pupils who already have Statements of Needs or EHCP (Education, Health and Care Plans), learning support assistance may be allocated. The level of support will be considered in respect of complexity and severity of needs. There will be an expectation that pupils should develop independent learning skills as far as possible and not become reliant on adult supervision.
- Formal review meetings are held as required. Those with statements or EHCP Parents, relevant external agencies and when appropriate, pupils are invited to this review. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.
- If your child continues to make little or no progress, an Education Health Care Plan may be requested. Further details about this process will be explained by the SENCO and information published in the LA Local Offer.
Tests and Examinations: Access Arrangements
For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks, use of a reader or scribe. The SENCO will inform you about eligibility and applications for these arrangements.
How will teaching be adapted to meet the needs of my daughter?
- Teachers are experienced professionals adept at adapting teaching to meet the diverse range of needs in each class.
- Daily planning takes into account individual pupil need and requirements.
- Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.
In addition to planned differentiation in the classroom, the following range of interventions may be put in place to help overcome learning difficulties. This includes:
- One to one/ small group tuition in both English (Literacy) and Maths
- Smaller classes for students working at lower levels
- Catch-up sessions
- Reading intervention programme
- Reading and Spelling groups
- In-class support
- Both mixed-ability and set teaching groups
- Provision of learning equipment
- Multiple pathways for students at KS4
- Pastoral monitoring
- Academic mentoring
- Progress monitoring
- Regular assessment
What arrangements are made to enable my child to benefit and take advantage of the full school curriculum and extra curriculum activities?
We have reasonable access in place to ensure that pupils with SEN and Disability can take part in all aspects of school life. However, wheelchair access is limited to the 6th Form block, DT block, ground floor administration block, and new Performing Arts Block. No access to uppers floors in main building where library, some IT and Science department is located. Some classrooms have the Sound Field System to enhance the acoustic field for those pupils with hearing impairment.
How skilled are staff in meeting the needs of my child?
Our SENCO actively engages in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEN.
The school also seeks advice and guidance from local services such as the Visual and Hearing Impairment services, to review, evaluate and develop provision for pupils who have the most complex needs.
We have staff with specialised expertise and qualifications including:
- Dyslexia Action accreditation
- Special Needs Learning Difficulties Diploma
- Masters Degree in Education
- Assessor accreditation for examination access arrangements
- Specialist SEN Teacher status
What support from outside does the school use to help my daughter?
The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:
- Educational Psychology Service
- Our attached Educational Psychologist is: Karina Ng
- Speech and Language Therapy
- Occupational Therapy
- Visual Impairment Service
- Hearing Impairment Service
- CAMHS (Child and Adolescent Mental Health Service)
- Virtual School for Looked After Children
Additionally, parents may wish to seek support from Family Lives Parent Partnership Service
Tel: 020 3131 3150
The Parent Partnership Service provides independent information and advice and guidance for parents /carers of children and young people with SEN.
Transition: How will the school help my daughter changing schools?
Year 6 / 7 Transition
The SENCO and/or Head of Year 7 will attend the Primary to Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.
On some cases additional multi-agency meetings may be arranged, or the SENCO may attend the pupil’s termly review, in order to create a more detailed ‘transition’ plan which may include more visits to the new school and/or additional visits from the new school.
Sixth Form Transfer
Children and young people with SEN can become particularly anxious about ‘moving on’, for example, to other Sixth Form provision, so we seek to support successful transition by:
- Preparing the student with advice from a career advisor and/or teacher.
- Liaising with the Learning Support department at the new provision and sharing information about any special arrangements that have been in place at Coloma.
The Local Offer
Further information about support and services for pupils and their families can be found at: