Welcome to our SEN Information Report which forms part of the local offer for Students with Special Education Needs and Disabilities (SEND). At Sheringham High, we are committed to working together with all members of our school community and the report has therefore been developed with students, parents/carers, school governors and members of staff at SHS.
The people involved in SEND at SHS are:
At Sheringham High School, we have created an inclusive culture in our school; providing successful and challenging learning that encompasses the diversity of our students’ backgrounds, interests, experiences, knowledge and skills. In addition, we provide high quality teaching to all learners taking into account and planning for individual’s specific needs.
Ofsted May 2014: ‘Disabled students and those who have special educational needs are supported well in their learning and make good progress.’
We aim to ensure a flexible learning environment which meets the needs of all members of our school community. At SHS, student progress is continually monitored ensuring that learning is taking place for all. Staff are updated regularly regarding students’ needs and a programme of continuing professional development is organised to ensure skills are kept current, developing learning for all.
At different times in a student’s education, a child or young person may have a special educational need. The 2015 SEN Code of Practice defines SEN as:
‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
others of the same age: or
educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.’
Students may fall behind in school for many reasons: they may have been absent from school; experienced inconsistency in their educational provision; may not speak English as a first language; struggle with self-esteem, have a physical difficulty; difficulties with literacy or numeracy. Only those with a learning difficulty which requires special educational provision will be identified as having SEN.
At Sheringham High School, once students are identified with SEN, we provide a range of interventions that support the students to overcome their barriers to learning. At this point, students are placed on the SEN register and will remain on it until expected progress has been made.
Special Education Needs are categorised in the 2015 SEN Code of Practice as:
CI - Communication and interaction
CL - Cognition and learning
SEMH - Social, emotional and mental health difficulties
S/PN - Sensory and/or physical needs
The total percentage of students with SEN in Key stage 3, 4 and 5 in September 2017 is 12.25%.
Of all the students on roll 1.13% currently hold a statement or Education, Health and Care plan (EHCP) which amounts to 9% of the total SEN population.
Following the Children and Families Bill, 2015, the EHCP is replacing the statement and now incorporates Health and Care as well as education.
Class Teachers, support staff, parents/carers and the students themselves will be the first to notice a difficulty with learning. At Sheringham High School, we ensure that assessment of educational needs, directly involves all of the aforementioned. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning.
For some students, it may be necessary to seek additional advice from specialist support agencies, many of which are provided by North Norfolk County Council described on the Local Offer page:
The agencies we currently work with are:
In addition, we currently employ 10 Teaching Assistants who are involved with interventions for specific areas of literacy, numeracy, handwriting, communication skills and Autistic spectrum needs, in addition to personalised provision for some students. Some of the Teaching Assistants have specialist subject knowledge and work in subject specific departments with small groups or 1:1. Teaching Assistants have opportunities to define or gain new skills with CPD programmes.
Collaboration between parents, students and teachers takes place initially, whereby it is agreed what needs to be ‘additional to or different from’ the regular differentiated curriculum, following identification of a special educational need. The objective is to begin the process of breaking down the barrier to learning.
It starts with quality first teaching in the classroom whereby teachers are required to adapt their teaching to the learning needs of all the students within their classes. The Teachers’ Standards 2012 detail the expectations for all teachers, and we at Sheringham High School are proud of our teachers and their development. The Teachers’ Standards are available at https://www.gov.uk/government/publications/teachers-standards.
Some of the strategies used in classrooms are listed below:
Some students will be involved in interventions outside the classroom depending on their individual learning requirements. Some of these interventions that we currently use at Sheringham High school are detailed below:
The classroom teacher will monitor the student closely and will work closely with teaching assistants to ensure that barriers to learning are overcome and that the student makes progress with his/her learning.
With the introduction of the new SEN Code of Practice in 2015, schools are required to follow the graduated approach of Assess, Plan, Do, Review which in effect describes the whole process of breaking down a student’s barriers to learning on the SEN provision map. The provision map details the following:
The information on the provision map details certain individual students who have a range of special educational needs as well as groups of students who are receiving similar interventions such as literacy or numeracy. The information is updated regularly through the year in order to ensure that provision remains suitable and valuable to breaking down barriers to learning.
Progress data of all learners is collated by the whole school and monitored by teachers, Senior Management and Governors. Our school and cluster data is also monitored by the Local Authority and Ofsted. All the above processes are made in full consultation with parents/carers.
Progress is monitored half termly across the school and data is scrutinized for different groups of students, SEN being one of the groups. As well as the information on the provision map, the impact of each intervention is captured on the students’ individual intervention documentation. The impact records what the student has achieved in terms of steps towards breaking down a barrier to learning.
Monitoring serves to evaluate the effectiveness of the intervention and the impact on the student’s progress. Changes may be made to the intervention and individual support following the scrutiny of the progress made.
Reviewing the SEN provision involves students, parents/carers, teaching and support staff and can take form of formal meetings held at least once a term, where progress and next steps are discussed. Where a student has a Statement of Educational Needs or an Educational Health and Care Plan (EHCP), an additional annual meeting will take place.
The SENCo collates the impact data of the interventions and learning strategies to ensure that we are able to select only high quality provision.
At Sheringham High School, we also work alongside our colleagues in the Sheringham Cluster regarding the provision we use so we learn from each other and demonstrate what we offer for learners of SEN. We are also able to promote consistent practice across our schools ensuring the equality of opportunity.
The following schools work within our cluster:
The cluster group of schools hosts events during the school year whereby guest speakers are invited to share their knowledge and give advice enabling parents to be kept up to date on specific areas of SEN that affect their child. These events are well received and have grown in popularity since the outset.
We continue to share expertise between the Special Educational Needs Co-ordinators within the cluster to ensure that the needs of our students with SEN are met. All SENCos in the cluster have now completed the SENCo Award which is a mandatory qualification for SENCos taking up the position of SENCo after 2009. You can see more about the Cluster Group of Schools at: http://www.sheringhamcluster.co.uk
Sheringham High School, as an Academy school and one of two High Schools in the North Norfolk Academy Trust, receives funding directly from central government to support the needs of learners with SEN. The Sheringham Cluster of schools also receives funding from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the school.
The Sheringham Cluster of schools is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEN. If you would like further information on SEN in the Sheringham Cluster, please contact our Cluster Coordinator: Janet Terry (Jterry@sheringhamcluster.co.uk).
What other opportunities are there for learning?
All learners should have the same opportunity to access extra-curricular activities. Sheringham High School offers a range of additional clubs and activities. These are communicated to students at the beginning of each year or at the time when new clubs are started.
All staff at Sheringham High School have regular training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’
The Equality Act 210 definition of disability is:
'A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.'
Section 1(1) Disability Discrimination Act 1995.
This definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.
Reasonable adjustments are made in compliance with the 2010 Equality Act.
At Sheringham High School we strive to ensure that all students learn in a supportive, caring and safe environment without fear of being bullied. All concerns or reports from students, staff or parents are fully investigated and appropriate action is taken to support all students regardless of their special educational needs and/or disability, religion, ethnicity, sexual orientation or academic ability. Please view the School’s relevant policies on our website for further information.
For students in Year 6 at other Sheringham Cluster schools, transition days are a regular event at Sheringham High, introducing students to the teaching staff as well as the subjects and additional activities that they may expect in Year 7. In addition, the SENCo, lead transition teacher (Mrs Bradley Stubbs), teachers and teaching assistants visit the feeder primary schools to meet and work with the students.
For older students selecting their options in Year 9, SHS staff will guide students as to the most appropriate choice, again in full consultation with parents and carers. The SENCo may be contacted to discuss choices for students with SEN.
In addition, our guidance advisor will work with all of our SEN pupils and their parents in order that a successful transition is made to post-16 education.
At Sheringham High School we can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN. Co-operation is the key – between teachers, support staff, SENCO, parents/carers, Governors and Headteacher sharing our different experiences and expertise, in conjunction with the graduated approach ‘assess, plan, do and review’ for students with SEN.