SWHS Offer

School Offer Introduction

“Teaching assistants make a good contribution to students’ learning  and ensure that those with learning difficulties and/or disabilities progress at the same rate as others in the class”.  Ofsted 2009

“Care, guidance and support for students are outstanding. Excellent links with the local primary schools, the local authority and
other external agencies concerned with promoting students’ welfare ensure that all students, including those with learning difficulties and/or disabilities, are well supported with appropriate and timely intervention strategies. In addition, staff within the school provide excellent support and care for vulnerable students that match their needs extremely well.” Ofsted, 2013
 
“Congratulations on the comments in the report about your exemplary support programmes and the recognition of the significantly better progress than similar students nationally.  Keep up the good work.”   Paul Ashcroft & Julia Hassall, Director of Children’s Services, May 2013
 
How does South Wirral High School achieve this?
Here at South Wirral High School, We are committed to offering a broad and balanced curriculum which ensures equality of opportunity and achievement for all students and which encourages academic excellence.
We have high expectations of all our students whatever their ability. From the beginning of their time with us, careful attention is given to identifying and assessing special educational needs in accordance with the Code of Practice, (2014).
Every student is entitled to the opportunity to gain recognised accreditation for his or her academic attainment.  These must meet the child’s personal aspirations and allow progressions to further study or employment.

  1. What is the provision for students requiring SEND in school?
  2. What policies do we have in school that identify, assess and provide provision for students with SEND?

  3. A. How does our school assess and review progress of SEND students?
    B. How does our school evaluate the effectiveness of its provision for such students?
  4. What arrangements are in place for consulting students and involving them in their education?
  5. How is the curriculum adapted to meet the needs of SEND students?

A. What expertise do staff have and/or what training do they have with regards to working with SEND students?

B. What are the arrangements for those with and without an educational healthcare plan to get additional support from outside the school

                  7. What equipment and facilities does school have to support students with SEND?

                  8. How will their overall wellbeing be supported?

                  9.  How does school approach the transition between school phases and school and college?

                 10.What are the arrangements for consulting with parents?

                 11. How are complaints from parents handled regarding provision made at the school?


What is the provision for students requiring SEND in school? / Back to questions

SEND Provision


What policies do we have in school that identify, assess and provide provision for students with SEND? / Back to questions

  1. Admissions Policy
  2. SEND Policy
  3. Inclusion Policy
  4. Curriculum Policy (statement of quality)
  5. Teaching and Learning Policy
  6. Assessment Policy
  7. Health and Safety Policy
  8. Access Policy
  9. Intimate Care Policy
  10. Home Learning Policy

How does our school assess and review progress of SEND students? / Back to questions

  1. How does our school evaluate the effectiveness of its provision for such students?
  • Through meetings including:-
    • SEND department/Link/LIST/HLTA and TA
    • Multi Agency
    • HOD/SLT
    • Quality Assurance for every subject
    • Annual Reviews
    • For students with current statements or single plans (EHCP)
    • One page profile
  • Through Assessment:-
    • Staff report six times a year in Key Stage 4 and 5 in all subjects.  In English, Maths and Science, staff report six times a year in foundation subjects.  Students who are under target or at risk of becoming under target are given Next Steps Advice to help them get back on track.  This is available for parents to view on Moodle.  For some students further intervention will be available
    • All students have a Progress Interview (one to one with a member of staff) to review their individual/personal progress
  • Analysis of Data
    • Analysis of data is embedded throughout the curriculum at all levels.  It is taken from whole school assessment with SEND filtering applied
  • Intervention
    • A range of interventions are available for literacy, numeracy, self-esteem, social communication and word retrieval and pastoral care.  Students are identified through baseline testing, progress is monitored on school tracking system and then exit criteria are applied.
    • Available Interventions, depending on a current SEND student’s needs include:-
      • Orrets Meadow
      • Successmaker
      • Telling the Time
      • Talkabout (Junior and Senior)
      • Handwriting
      • Acceleread/accelerate
      • Morphographs
      • The Hub
      • Number Buddies
      • Paired reading
      • Reading for Pleasure
      • Focused Spelling workshop
      • Social communication and word retrieval/Speech and language approaches

What arrangements are in place for consulting students and involving them in their education? / Back to questions

  • PLPs
  • Student Survey
  • Student Leadership Consultants
  • Progress Interview Day
  • One Page Profiles
  • SEND students are involved in student voice
  • Assemblies
  • Moodle Forums
  • Stepping Stone Groups
  • Annual Reviews – Person Centred Approached
  • Contributions to new staff recruitment

How is the curriculum adapted to meet the needs of SEND students? / Back to questions

A range of strategies are employed to overcome any identified barrier to learning such as:-

  1. Small Teaching Group – This provides additional support for students with low literacy levels.  Availability to this group is determined and monitored by the SENCo.
  2. Strategic Differentiation in subjects such as deployment of HLTAs/TAs.  Individual differentiation and resources available.
  3. Homework is tailored for small teaching group to ensure appropriate challenge and support at Homework club which is available every lunchtime
  4. The library promotes access and supplies colour coded books for all reading ages
  5. Tutor time interventions
  6. QA meetings between Deputy Head and HODs to identify and describe adaptations to overcome barriers

8. /

AWhat expertise do staff have and/or what training do they have with regards to working with SEND students
B.What are the arrangements for those with and without an educational healthcare plan to get additional support from outside the school?
 Back to questions

Training of staff is in response to the present SEND cohort and their needs.  Examples of bespoke training 2013-2014 include:-

  • ASC training with clinical consultants
  • EP training on behaviour modification strategies
  • Safe lifting for TAS
  • Intimate care training
  • Child Protection Training
  • Knowing your SEND students (Provision mapping)
  • SEND training for new staff/associate teachers
  • SpLD
  • First aiders training

Working in partnership with/support from:-

  • School nurse
  • Learning mentors
  • Solution focused practitioner
  • Education psychologist
  • Educational Social Worker
  • CAMHS
  • Hospital School
  • MEAS
  • Connexions
  • SENNAT
  • Wirral Autistic Society
  • Orrets Meadow
  • Paediatric Medical Professionals  such as consultants, vision hearing support, speech and language, physiotherapists
  • TAF support team

Other outside agencies such as:-

  • Schools including Foxfields Special School, Claremount Sports College Special School, Tranmere Community Project and links to further education establishments

Risk assessments are carried out
Healthcare meetings (e.g. professionals such as diabetic nurse, epilepsy professional etc.
Healthcare plans and corresponding planning meetings are held where appropriate and when needed


What equipment and facilities does school have to support students with SEND? / Back to questions

Facilities include:-

  • Small exam room
  • Exam breakfast club
  • Learning Base
  • Homework Club
  • A full ranging extra-curricular programme accessible to all students regardless of ability.

Specialist equipment (as directed by professionals) include:-

  • Laptops
  • Coloured paper/overlays
  • Font Size
  • Evac Chair
  • Disabled Toilet
  • Electronic Equipment

How will their overall wellbeing be supported? / Back to questions

All staff are responsible for the wellbeing of every child.  There are a range of pathways available to all students to ensure their wellbeing is paramount including form tutors, class teachers, pastoral staff and the SEND team.

All reported concerns are monitored, recorded and discussed at the half termly LIST and multi agency meetings.

 

How does school approach the transition between school phases and school and college?
Back to questions

Transition Support Year 6 – Year 7
A specialised team work on transfer support visits. This team focuses on:-

  • Transition team to gain information from primary schools
  • Transition Plus
  • Pupil Achievement Passport
  • Extended schools worker
  • ASC specialist introductory visits

Transition Support year 9 – Year 10

  • Specialist Option choice advice
  • Connexions interviews

Transition support Year 11 – Year 12

  • 6th form advice – appropriate destinations
  • Connexions – Advice about appropriate pathways
  • Year 11 mentoring
  • Work related placement (Key Stage 4/5)
  • NEET identification and monitoring with individual mentor attached

School/Further Education

  • Connexions
  • Links with college SEN Departments

What are the arrangements for consulting with parents? / Back to questions

Who is available for consultations:-

  • Senior Member of Staff
  • HOD
  • Pastoral Team
  • Class Teacher
  • Head of 6th Form
  • SENCo

Reporting to parents through:-

  • Annual reviews of current statements/current IPF/single plan
  • Parents Evenings
  • Reports of assessments (up to 6 times a year)
  • Newsletters
  • Parentmail
  • Website/Moodle (Personal Learning Plan)

Contact with parents through:-

  • Face to Face in person
  • Personal interviews as requested
  • Phone calls
  • Email
  • Parent Mail
  • Website/Moodle
  • Letters

How are complaints from parents handled regarding provision made at the school? / Back to questions

Complaints are dealt with in accordance with the Complaints Policy.  Contact should be made to either:

  • The Senior Member of Staff on Duty, available daily, via the main office
  • Head of House
  • SENCo – Miss H Cottrell

All correspondence is recorded

 

Updated September 2016