The information on this page is under consultation and will be updated regularly
For any more information please contact Ceri Smith (Director of Learning Support) by emailing SENCO@bridgnorthendowed.co.uk.
— Information to Parents about changes to SEND provision —
Bridgnorth Endowed School is an academy with approximately 1000 students aged between 11 and 18. The school is a vibrant learning community where individuals are inspired to achieve their full potential. This includes those students who need appropriate interventions in order to make progress in the four areas specified in the SEN Code of Practice:
- Communication and interaction
- Cognition and interaction
- Social, mental and emotional health
- Sensory and/or physical development
We work closely with all parents to listen to their views so as to build on student’s previous experience, knowledge, understanding and skills so that they develop in all aspects of the curriculum.
All teachers are committed to differentiate and have high expectations for all students in their lessons. Students with SEN are fully integrated into the life of the school and the curriculum, recognising the strengths of every individual as well as any areas for development. We aim to ensure that all students contribute to the social and cultural activities of the school.
Parents are encouraged to discuss any concerns with their form tutor in the first instance. For issues relating to special needs, the SENCO or supporting TA are available. Where there is real concern, the Deputy Headteacher, Headteacher or SEN governor can be contacted as appropriate.
In 2013/2014 the school has 185 students identified on the SEN list, of which 31 students are statemented. Learning Support Department consists of Deputy Headteacher for Deep Support; Director of Learning Support; 1 Higher level TA and 11 Teaching Assistants. The school also employs a member of staff to coordinate and deliver intervention in the areas of English and Maths and a specialist teacher within the English Department who specialises in teaching SEN; currently completing her British Dyslexia Association qualification.
The school accesses a wide range of external service for additional advice and support- for example CAMHS, Educational psychologists, Learning Support Advisory Team, Sensory Inclusion Services and Autism West Midlands.
For further information on SEN policy in the school please look at the following policies:
At different times in their education, young people may have a special educational need or disability. The Code of practice defines SEN as a young person having a significantly greater difficulty in learning than the majority of others of the same age; or has 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 school. Students with SEN are given provision that is ‘additional to or different from’ the normal differentiated curriculum intended to overcome a barrier to learning.
Learners may fall behind for a number of reasons and we are committed to ensuring that all have access to learning opportunities and interventions where appropriate. However, this does not mean that all learners who fall behind have SEN.
At BES, the following procedures are in place to identify SEN that has not been previously diagnosed at a previous school:
- Transition includes monitoring of SAT grades, talking to schools, and in some cases parents, to get a clear picture of students starting in year 7
- All students are tested for spelling and reading skills within the first half term of arriving in school
- All teachers keep a log of interventions taking place in their classroom in order to ensure students are making desired progress. Where data shows these have not been successful they discuss options with their subject leaders
- Directors of Personalised learning (who oversee curriculum areas), progress managers (who manage pastoral support), the Director of Learning Support (SENCO), Assistant Head Learning and Deputy Head Support meet regularly to discuss students who aren’t making desired progress. Where a concern is raised relating to a special educational need the SENCO will start investigations and complete any relevant diagnostic testing
- It is likely that parents are already involved prior to this point, but where this is not the case they will be informed and contribute to ensuring that the students’ needs are met. Parents are also able to express concerns for their child at any point by contacting Ceri Smith, SENCO, who will coordinate a response
Children who have a Statement of Special Educational Needs from Shropshire Council, which names the school which the child should attend because their needs can be met best by that particular school, will be offered places before other children. Following the School Admissions Code section 2.8 – students with a statement will not be part of an oversubscription process and will receive a place at the academy in the event of the school being oversubscribed.
The school will take every endeavour to support the disability needs of a student and has a proven track record in this area. The school has full wheelchair access, trained ‘evacuation chair’ technicians for stairs and a physiotherapy room for those who require it
Bridgnorth Endowed School endeavours to make reasonable adjustments, both in the learning and physical environment, to ensure access to our facilities for all students. We have an Accessibility Plan which is reviewed and updated to prepare a strategic overview for the development of the school environment.
We endeavour to offer all curriculum opportunities and activities available to all
students and make reasonable adjustments where necessary to ensure Bridgnorth Endowed School remains and inclusive environment.
How we obtain the services, provision and equipment required by our pupils with Special Educational Needs
- Educational Psychologist
- Learning Support Advisory Team
- BDA qualified dyslexia teacher
- Targeted Youth Service
- Sensory Inclusion Service – visually and hearing impaired students
- Behaviour Support
- Occupational Therapy Service
- Speech, Language & Communication Service
- Autism West Midlands
- Family Information Service
- Stacey Trust (Bereavement Service)
- Shropshire Youth (Shropshire Careers service)
- Early Help Team/COMPASS
- Child in Need Team
- Red Cross Young Carers
- Spectra (Autism support)
- Education Welfare Officer
- Family Support Worker
- Looked After Children Teams
- School Nurse and CHAT
How we support the emotional and social development of our pupils with Special Educational Needs
- Pastoral Teams of Progress Managers/Learning Mentors
- Social Stories
- Self-esteem groups – Social and Emotional Aspects of Learning
- School Counsellor
- Support for Learning base for emotional/social support during breaks and lunchtimes
- Anger Management
- 6th Form Mentor scheme
- EHAF process
- Engagement of external agencies such as Enhance
Further details of arrangements for identifying, assessing and reviewing needs can be found in the Special Educational Needs Handbook
Parents are regularly consulted in an informal way during the school year. This is done through:
-Email and phone contact between teachers, tutors and SENCO
-Newsletters and information emails sent home
-Published policies on website
-Parent voice questionnaires when they attend meetings in school
Parents are also formally consulted during annual reviews (including those for transition); Open Evening; school visits and IEPs
From September 2014, the school will be organising meetings 3 times a year for parents to meet with their child’s tutor and discuss progress and support. There will also be opportunities to meet with the SENCo or the Deputy Head (Support) where there are issues of more concern.
Students are regularly consulted in an informal way during the school year. This is done through:
-Student Voice (tutor reviews/department reviews)
-Mentoring programme/keyworker support
-Through social stories (where relevant)
Students are also more formally consulted during annual reviews, and in writing IEPs and their student profiles. Student Voice is also a very important part of the school ethos and students are involved in many of the decision making processes in school. This includes the school council, being part of the schools’ performance review cycle and making up a panel for interviews of new members of staff.
Primary School to year 7:
- Initial contact is made with parents at the schools Open Evening each September
- Communication with Primary Schools allow for inclusion in meetings of students attending the school the following year, including Annual Reviews
- Additional meetings specific to transition with parents and students, including a tour of the school
- Informal visits to lessons and experiencing life in year 7 through joining in lessons
- More formal transition visits where appropriate (in addition to whole school transition programme)
- Supporting transition with Woodlands/Severndale as appropriate. Additional bespoke transition programme for students/parents who have expressed concern about the transition
- Careful consideration of tutor to support student
- Visit to schools from Learning Mentor and Deputy Head (Support). Collection of information relating to vulnerable students and shared with relevant staff
- Transition days for all year 7 students/sports leaders/attendance to school show/transition lessons throughout the year
Foundation to Development:
- Vertical tutor groups to support students in each year group and share experiences
- Options evening for students and parents
- Tutor and support from Director of Learning Support/Progress Manager in options process
- Core lessons focussing on IAG
- Careers advisor (including Shropshire Youth for statemented students)
- Alternative pathways in year 9 (purple pathway) or Study Plus (English and Maths support) to give additional support to preparing for sitting GCSEs
- Initial contact made with many parents at Open Evening
- Extra visits and meeting with Director of Learning Support/Progress Manager
- Additional Support from Learning Mentor
- Careful consideration for staff Mentor to support transition
- Communication with families to ensure guidance relating to next steps
- Careers advisor in school to support needs
- Communication with education provider to ensure needs are met
- Opportunities to visit, with teaching assistant to support where appropriate
- Meeting with Deputy Head Support and tour of the school. To include Director of Learning Support where appropriate
Please see the document ‘Provision Map: Supporting guidance and Information’