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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:

  • Mrs S Fuhri Special Educational Needs Coordinator (SENCo)
  • Dr Andrew Richardson                      Headteacher
  • Mrs Velta Williams SEND Governor
  • Mrs K Hill Parent Support Advisor

What is our approach to SEN at Sheringham High School?

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.

What does SEN look like at Sheringham High School?

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:

  • have a significantly greater difficulty in learning than the majority of

   others of the same age: or

  • have a disability which prevents or hinders them from making use of

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

  • Speech, language and communication needs
  • ASD (Autistic Spectrum Disorder), Asperger’s Syndrome, Autism. Difficulty with one, some or all of the different aspects of speech, language or social communication (not necessarily permanent)

CL - Cognition and learning

  • MLD                      – Moderate learning difficulties
  • SLD                        – Severe learning difficulties
  • PMLD                    – Profound and multiple learning difficulties
  • SpLD                      – Specific learning difficulties - Dyslexia, dyscalculia and dyspraxia

     

SEMH - Social, emotional and mental health difficulties

  • ADD (Attention Deficit Disorder), ADHD (Attention deficit hyperactive disorder), AD (Attachment Disorder)
  • Other signs: Withdrawn/isolated, challenging, disruptive, disturbing behaviour may reflect underlying mental health difficulties.

S/PN - Sensory and/or physical needs

  • VI           – Vision Impairment
  • HI           – Hearing Impairment
  • MSI        – Multi-Sensory impairment
  • PD          – Physical disability

The total percentage of students with SEN in Key stage 3 and 4 in September 2016 is 10.7% which breaks down as follows:

CL                          5.5%      

CI                           1.6%      

SEMH                    3.0%

S/PN                       0.6%

Of all the students on roll 1.3% currently hold a statement or Education, Health and Care plan (EHCP) which amounts to 11.9% 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.

The total percentage of students with SEN in Key stage 5 in September 2016 is

3.82% with 40% of these currently holding EHCPs.

How are our students assessed for SEN?

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:

https://www.norfolk.gov.uk/children-and-families/send-local-offer

The agencies we currently work with are:

  • CEPP (The Child and Educational Psychology Practice)
  • Education, Health and Care Plan (EHCP) Coordinator (Norfolk County Council)
  • Parent Support Advisor
  • S2S (School to school support for students with anxiety or who struggle to communicate with their peers and staff)
  • Virtual school sensory support
  • Willow Tree Learning – SEN school support package
  • Douglas Bader Short Stay School for Norfolk
  • We also work with Doctors’ surgeries and the onward referral consultants where appropriate.
  • TITAN (Travel Independence Training Across the Nation).

In addition, we currently employ 8 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.

What do we do to support students with SEN at Sheringham High School?

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:

  • The principles of Building Learning Power
  • Vocabulary lists
  • Writing frames
  • Use of mind-maps
  • Specific seating plans
  • Visual prompts
  • Task lists
  • Short, simple instructions
  • Positive engagement using student name
  • Positive reward systems
  • Coloured overlays/photocopies/text books
  • Coloured backgrounds on interactive whiteboards
  • Use of Dyslexia friendly font
  • Dyslexia friendly software
  • Exit cards
  • Traffic light cards
  • Stress toys
  • Ipads/laptops

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:

  • Catch-Up Literacy intervention programmes. (Three further members of staff are completing training in Literacy Catch-up in September 2016).
  • TRUGS – Teaching reading using games – card game based intervention for kinaesthetic learners.
  • Numeracy intervention (Catch-up, Numicon).
  • OCR Life and Living Skills.
  • 1:1 over learning in certain subject areas.
  • 1:1 support with writing with certain subject areas.
  • Speed-Up handwriting intervention.
  • 1:1 assistance for students with SEN needs in the areas of Social Emotional Mental Health (SEMH).
  • Learning mentors – we have several mentors who works with students who struggle with anxiety and stress.
  • Learning Support Unit – This area is specifically for students who at times struggle to engage in their classes and require quiet areas to study.
  • Communication and Interaction groups (new September 2016) – These groups are run by the Sch2sch network by specialist teachers who support students with life communication skills.
  • Break/lunch club – Teaching assistants run these clubs specifically for students on the Autism spectrum. It is a peaceful place where they can relax and process their day.
  • Play Therapy – for younger students with deep-rooted emotional needs resulting in difficulties with behaviour.

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:

  • Identification of SEN
  • Initial or baseline assessment
  • Strategies and interventions planned
  • How they are to be implemented
  • What actually happens during them
  • The actual overall impact
  • Next steps

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.

How do we know if the additional support has been effective?

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.

How does the cluster group of schools operate?

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:

  • Sheringham High School
  • Sheringham Primary School
  • Sheringham Woodfields School
  • Holt Primary School
  • Kelling Primary School

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

In 2016-2017, the cluster is looking to purchase a common toolkit for the purpose of identifying SEN in all the four categories. The advantages are that there would be a continuum of identification and provision for SEN flowing from the primary schools through to secondary education.

How is SEN funded?

Sheringham High School, as an Academy school and lead school 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 funding for 2016-2017 is approximately £120,000.

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 in 2016-17 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.

Is my child at risk of being bullied?

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.

What does transition between the Key stages mean for students?

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, teachers and teaching assistants visit the feeder primary schools to meet and work with the students.

For older students selecting their options in Year 8 and 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.

How can you the parents/carers express your opinion?

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.

If you wish to discuss any concerns, please make an appointment to see Mrs Fuhri, (SENCO). If you have any complaints please see the school complaints policy on our website.

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