Triple Crown Centre SEND School Offer (SEN Information Report) February 2016 To be read in conjunction with the SEND policy March 2016

The Triple Crown Centre Draft SEND Offer The Triple Crown Centre operates as a school for secondary age students unable to attend a mainstream educational experience due to medical needs. We are specialist part of Solihull’s local offer. We expect all students to participate in all areas of school life with reasonable adjustments being made, if necessary, for individual. All of our teachers are teachers of children with SEN. All children’s progress is tracked and monitored against national and school expectations. If concerns are raised about the rate of progress, interventions will be implemented by the class teacher in the first instance. March 2016

Involving Parents March 2016 We welcome and encourage parents/carers to work collaboratively with us in order to provide the very best outcomes for all our young people. Parents are very welcome to come into school to discuss any aspect of their child’s education. It is helpful if an appointment can be made so that we are able to devote the appropriate length of time to the meeting. All students have Achievement Mentors who know them well. This is the person to contact in the first instance. All parents/Carers are invited to parental consultation meetings. Parents/Carers can contact the SENCO can be contacted by phone or . Our aim is for parents and relevant services to join us in discussing appropriate support for every student at the centre. If your child has an Education Health Care Plan or a Statement of Special Educational Needs you will be invited in for your child's formal Annual Review once a year. We routinely act upon feedback from parents and gather this information via parental questionnaires, parents evening and meetings

We have experience in providing education and support for students with a wide range of Additional needs including : Autistic Spectrum Disorder (ASD) Social, Mental and Emotional Health needs (SMEH) Hearing Impairment Moderate Learning Difficulties (MLD) Dyslexia Dyspraxia Other specific Learning difficulties Physical Disability March 2016 Staff at the Triple Crown Centre are committed to meet the additional needs of all our students.

Training Staff at the Triple Crown Centre all receive regular training to enhance our knowledge, awareness of needs and strategies for effectively meeting a range of additional needs. This can take the form of: bespoke whole day training during our weekly staff meetings as part of the local collaborative of schools individual school visits to observe good practice March 2016

Since September staff have received the following training: Autism Education Trust level 2 Training Visual Impairment training First Aid Effective deployment of Teaching and learning Assistants March 2016

Identifying students with SEND All our student have an identified additional need on entry. We can use the following methods to identify further needs: information on transfer documents attendance data analysis academic data analysis by Subject Teacher/ Achievement Mentor parental information and involvement student self- referral March 2016

Students are: taught in small groups supported through appropriately differentiated lessons and resources supported in-class where appropriate offered lunchtime opportunities to support Extended Learning/Homework Learning environment

Students: Have the opportunity to study a broad curriculum Study accredited GCSE courses in Key Stage 4 Study accredited courses that are an alternative to GCSE if appropriate in Key Stage 4 to support life skills. Can have specific arrangements made for examinations if required March 2016 Curriculum

If students require Access Arrangements for exams they are tested in advance of their first GCSE exam by a suitably qualified specialist professional.. The students are tested using the WIAT-T-II (a comprehension and reading accuracy test). The Single Word Spelling Test and, if appropriate, the DASH handwriting test (looking at speed and legibility). Usually students who are granted access arrangements have a reader, scribe or possibly extra time. We may also apply for child specific arrangements such as enlarged papers March 2016 Access Arrangements

Premises Access In order to meet the specific needs of students, The Triple Crown Centre has adapted parts of the building so that it is accessible for wheelchair users and those with complex physical needs. For example: The main building is on the ground floor, with no steps Wheelchair access was taken into consideration during the designing and building of the Science Laboratory There is a disabled toilet/washroom for students For detail please follow the link below Disability-Equality-Scheme-and-Accessibility-Plan March 2016

Monitoring and Evaluation Pupils progress is formally measured termly. Where necessary the support offered to individuals may be adapted or increase as a result of the analysis. The Head teacher and the Management board will formally evaluate the effectiveness of all aspects of provision on an annual basis. March 2016

There is regular liaison with a range of outside Agencies who offer advice, guidance and support. These agencies include: Specialist Inclusion Support Service Psychology Service School Nurse Via the Centre Solar Independent Careers Service Via the Centre Liaison with Outside Agencies March 2016

Name and contact details of the SENCO Ms Harvi Ghudhail extension 17 March 2016

Contact details of support services Meadows Centre Assessment base for more complex needs such as Autism. Autism west midlands Disability information and advice line Solihull life opportunities March 2016 Scope Solihull’s Information Advice and Support Service for parents carers

Addressing Concerns The majority of issues raised by parents, the community or pupils, are concerns rather than complaints. The Triple Crown Centre is committed to taking concerns seriously, at the earliest stage, in the hope of keeping the number of formal complaints to a minimum and without needing formal procedures. However, depending on the nature of the complaint, you may wish or be asked to follow the school’s formal complaints procedure. Please follow the link below March 2016