1. SPECIAL EDUCATIONAL NEEDS INFORMATION REPORT SEPTEMBER 2015 Great Wyrley High School

2. What kinds of special educational need does Great Wyrley High School make provision for? Great Wyrley High school is a maintained mainstream secondary school (11-18). We have provision to meet the needs of students with moderate and specific Cognition and Learning Difficulties, children with Communication and Interaction Difficulties (including students with Autism Spectrum Conditions), young people experiencing Emotional, Social and Mental Health difficulties and children with Sensory and/or Physical difficulties. It should be noted, however Great Wyrley High School does not have enhanced or specialist provision for any specific type of additional or special educational need.

3. How will I know about my child’s progress in school? Four times a year you will receive a report informing you about your child’s progress in each subject area, comparing their current attainment with their target grade. You will also be informed about their behaviour and effort along with any homework concerns. Once a year one of these reports will be a full annual report, the other three will be ‘mini’ reports. There is one academic tutorial parents’ consultation week for each year group following the full report. This is held with the form tutor. The appointments are made to suit the parents availability from 8:00am to 7:30pm during the identified week. Also, there are at least 3 parent partnership evenings a year for parents to meet with subject staff if they want face to face feedback. All dates of Parents’ Consultation Evenings are published in the school calendar and on the school website.

4. How will Great Wyrley High School identify and assess my child’s special educational needs? Great Wyrley High School believes that children’s needs should be identified and met as early as possible. This is done through: 1. the analysis of data including entry profiles, Key Stage 2 SAT results, reading ages, spelling ages other whole-school learner progress data; 2. classroom-based assessment and monitoring arrangements; 3. following up parental concerns; 4. tracking individual children’s progress over time; 5. liaison with primary schools on transfer; 6. information from previous schools; 7. information from other services;. 8. involving an external agency where the student is not making adequate progress and specialist knowledge that goes beyond that available in the school is required;

5. Who should I contact if I have concerns about my child’s progress at school? ● In the first instance, if you are concerned about a specific subject, contact that subject teacher. All teachers can be contacted on the main school telephone number: 01922 419 311. ● If your concern is more general about your child’s progress across a number of subjects you should contact your child’s Head of House ● Your child’s teacher or the Head of House can consult the SENCO at any point and will discuss with you whether a referral is appropriate HouseHead Year 7/Transition ManagerMrs Matthews CastorMr Smith & Ms Stuart VegaMr Mills & Mrs Williams MeissaMr M Hulme & Mrs Wood RigelMiss Knight & Miss Lloyd

6. How does Great Wyrley High School evaluate the effectiveness of provision for students with Special Educational Needs? The monitoring and evaluation of the effectiveness of our provision for SEN learners is carried out in the following ways:  classroom observation by the Heads of Department and Senior Leaders;  ongoing assessment of progress made by intervention groups;  work sampling on a termly basis;  scrutiny of planning by subject leaders;  informal feedback from all staff;  learner interviews when setting new targets or reviewing existing targets;  Review meetings with parents on a termly basis reviewing intervention plans of Assess, Plan, Do, Review;  learner progress tracking using assessment data;  liaison with Inclusion Manager & evaluation of attendance records;  regular meetings about learners’ progress between the SENCO and Heads of House.

7. How is the curriculum and leaning environment adapted to meet the needs of students with special educational needs? We aim to achieve full inclusion of all children. Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children’s interests and abilities. This ensures that all children have full access to the school curriculum. Where children are underachieving and/or identified as having special educational needs, the school provides intervention strategies to meet their needs.

8. What additional support for learning is available at Great Wyrley High School? Wave 2 Some students Literacy & Numeracy Interventions eg, guided reading, paired reading or Lexia. Additional adult support in lessons Keyworker Individual Mentoring Individual intervention tailored to meet the students needs 1-1 tuition for literacy and numeracy Wave 1 All Students High quality teaching differentiated to meet individual needs High quality marking and feedback Pastoral support Access to enrichment activities Regular assessment and progress tracking Careers guidance Wave 3 A small number of students Specialist support, including support from outside agencies Pastoral support programmes Multi-agency intervention Counselling

9. What is Great Wyrley High School’s approach to teaching students with Special Educational Needs? All learners will have access to high quality differentiated teaching for individual learners in every classroom. Wave 1 Any learners that are identified as underachieving and needing to make accelerated progress will be provided with personalised interventions strategies. Learners will be offered SEN support when it is clear that their needs require intervention which is “additional to” or “different from” the well-differentiated curriculum and additional interventions on offer for all learners in the school i.e. they have a special educational need as defined by the SEN Code of Practice 2014. Wave 2 and 3. All students on the SEN register will be included on a detailed whole-school provision map which outlines and monitors all additional intervention across the school.

10. How does Great Wyrley High School adapt the Curriculum and Learning Environment for students with SEN? We aim to achieve full inclusion of all children whilst meeting their individual needs. Teachers provide differentiated learning opportunities for all the children through materials appropriate to their abilities. This ensures that all children have full access to the school curriculum. Where children are identified as underachieving the school provides a variety of approaches and interventions to address the needs. Currently for a small number of students in yr 11 the school offers an alternative curriculum option for KS4.

11. What activities are available to my child outside of the school curriculum? Great Wyrley High School is an inclusive school and all students regardless of disabilities and/or special educational needs have a recognised right to be included in all aspects of the school. All students at Great Wyrley High School have the opportunity to access trips. Where needed the school will undertake risk assessments and if needed provide additional support to ensure that students with Special Educational Needs and/or Disabilities have access to extra-curricular activities.

12. What support is there for my child’s overall well-being? We have a robust safeguarding policy and protocol in place. Student’s health and well-being are a paramount concern. We pride ourselves on providing a high level of student support and guidance. In year 7 students will be placed in a vertical tutor group and are likely to remain with the same tutor as they progress up the school. This provides continuity and builds a strong relationship between students, form tutor and house staff. We have a robust anti-bullying policy and procedures to address any incidents. The school employs a number of qualified First Aiders. Where appropriate we initiate EHA (Early Health Assessments) and work closely with Health and Care practitioners to ensure students are provided with co-ordinated support. When necessary we ensure that appropriate additional support for students from other agencies.

13. What training is provided for staff supporting my child? Training is provided to all staff, including teachers and TA’s, as the need arises and there is ongoing training for all staff on a weekly basis including Anti-bullying, and Behaviour for Learning. Staff who are new to the school follow an induction programme which includes training and information on SEN. Within the SEN team we have staff who have a range of experience and training covering various SEN needs including CCET (Certificate of Competence in Educational Testing); NVQ Level 2 & 3 Supporting Learners in Schools; Behaviour Support; Supporting students with ASD; Supporting students with ADHD; developing the role of the TA; Preparing for Dyslexia Friendly Status.

14. How will Great Wyrley High School secure specialist equipment and facilities for children with Special Educational Needs? As a school we can access a range of services including Visual and Hearing Impaired Team and Disability Team. These services are contacted when necessary and appropriate, according to your child’s needs. If you believe your child needs specialist equipment or other facilities please contact the SENCO or discuss the issue at the next parent partnership evening or academic tutorial.

15. How are parents of children with special educational needs involved in the education of their child? The school aims to work in partnership with parents and carers. We do so by: giving parents and carers opportunities to play an active and valued role in their child’s education We need you to support us and your child by encouraging them to fully engage with their learning and any interventions offered by:  Helping them to be organised for their day (including bringing the right equipment and books)  Full attendance and good punctuality  Completion of homework  Checking and signing planner  Attending academic tutorials and parent partnership meetings  Attending any meetings specifically arranged for your child If your child is identified as having Special Educational Needs we will support you further by having regular communication and a named key worker for your child who will contact you on a regular basis. You will be asked to be involved with drawing –up an Intervention Plan and monitoring progress. providing all information in an accessible way, including, where necessary, translated information for parents with English as an Additional Language.

16. How are children with special educational needs involved in making decisions about their education? We recognise that all learners have the right to be involved in making decisions and exercising choice. In most lessons, all learners are involved in monitoring and reviewing their progress through the use of feedback and targets. All SEN learners will have a keyworker. They will have termly review meetings where targets will be agreed and recorded in the form of a passport. ● These targets will identify the learners own learning needs. ● The learner will know what their targets are and why they have them. ● They will self-review their progress and set new targets using the Assess Plan, Do, Review model.

17. What do I do if I have a concern about the provision made for my child? If there are any complaints relating to the provision for children with Special Educational Needs these will be dealt with in the first instance by the SENCO, Mel Harrison then, if unresolved will be referred to a senior member of staff. The governor with specific responsibility for SEN/inclusion may be involved if necessary. In the case of an unresolved complaint the issue should be taken through the general Governors’ complaints procedure (see separate Complaints Policy).

18. What specialist services and expertise are available to support GW High School in meeting my child’s special educational needs? ● Effective working links will also be maintained with a variety of outside agencies, including health and social services to assist the school in meeting the needs of all students. needs. The school works closely with Staffordshire County Council and use the Early Health Assessment process when appropriate to do so. Great Wyrley High School currently receives support from Special Educational Needs Support Service (SENSS) Educational Psychology Service Specialist Services  Autism Outreach Team  Hearing Impairment Team Behaviour Support Team The Virtual School for Looked After Children The Educational Welfare Service The Local Support Team Child and Adolescent Mental Health Service (Camhs) School Nurse Service; Entrust Careers Service; ● Physical Disability Support Service; ● The school works closely with Staffordshire County Council and use the Early Health Assessment process when appropriate to do so.

19. Where can I get further advice and information from? Parent Partnership Service: Contact Number: 01785 356921 email:spps@staffordshire.gov.uk email:spps@staffordshire.gov.uk

20. How do you prepare my child for joining your school or transferring to another phase of education? We liaise closely with primary schools and provide additional transition support both before your child starts and afterwards, if it is needed. We also host a summer school for year 6 sudents which will include familiarisation activities. All children receive advice on careers and are encouraged to visit colleges to explore post-16 courses. If additional support is needed this will be put in place. We work closely with Entrust Careers Service to ensure relevant paperwork is completed for students with Statements/EHCP’s.

21. Where can I get further information about services/support for my child? The Staffordshire Local Offer can be found at: www.staffordshiremarketplace.co.uk

22. Walton High School’s SEN support SENCO – Ms M Harrison Assistant SENCO – Mrs A Wilton I nclusion Manager: Mrs J Hughes ● School Governor with responsibility for SEND: ● Mrs L Lockett ● Assistant Headteacher: Mr S Frost ● You can contact any member of staff by telephoning the main switchboard on 01922 419311