SEND Overview and Information Report
Our Philosophy for Inclusion at North Chadderton School
All children are unique. They all have their own skills, talents and abilities. At North Chadderton School we encourage all of our students to aspire to be the best that they can be regardless of their starting points, and we have a responsibility to ensure that every student has the appropriate teaching, learning and nurturing support to reach his or her potential. We believe that:
- All students are entitled to a relevant and challenging education, designed to enable individual pupils to participate fully in society and to contribute to and benefit from it.
- All teachers at North Chadderton School are responsible for the effective delivery of a broad, balanced, relevant and differentiated curriculum.
- Many students may experience difficulties which may affect their learning and therefore may have special needs at some time in their school career; this makes a fluid SEND register with regular monitoring and assessment for all students essential.
- To maximise potential, education should be an equal partnership between parents, pupils and staff with the involvement of other agencies when necessary.
The Local Offers
Management of SEND
The Assistant Director in charge of SEND and Learning Support is Mrs Gemma Parkes and she has overall responsibility for day-to-day operation of SEND in school. Mrs Parkes is also a qualified SENCO. The ASD Base Manager and one Deputy SENCO is Mrs Maya Meaden. The other Deputy SENCO and Access Arrangements Co-ordinator is Miss Caroline Crosby. The SEN Governor is Claire Cheetham. Contact details for these members of staff are given at the end of the Information Report.
The Assistant Director and Deputy SENCOs will:
Oversee the operation of the provision for pupils with SEND.
Organise and manage the work of the Teaching Assistants.
Maintain the SEND register and the required documentation.
Ensure records on all SEN pupils are kept securely and regularly monitored and reviewed.
Liaise with parents, teachers and external agencies.
Ensure annual reviews for pupils in receipt of EHCPs are completed.
Provide regular CPD training and information sharing for all teaching staff.
Regularly review and monitor SEN provision within the school and oversee intervention as appropriate.
Initiate and take part in formal meetings with external agencies regarding pupils to be assessed.
Ensure standardised screening tests are provided for pupils demonstrating difficulties.
Carry out assessment for Access Arrangements and liaise with the examinations officer.
Hold regular information sharing meetings with the Headteacher and Senior Leadership Team.
The school adheres to the admissions policy of the LA and therefore there is no special provision under admission arrangements for limiting or promoting access for students with SEN who do not have an EHCP. Students with an EHCP may name North Chadderton as their preferred school in line with the SEN Code of Practice 2015. Students must have an EHCP in order to be granted a place in the school's ASD Base.
SEN Areas of Need
The school caters for students who experience the following difficulties:
Moderate learning difficulties
Specific learning difficulties (e.g. dyslexia or dyspraxia).
Sensory or processing difficulties
Communication or interaction difficulties, including Autistic Spectrum Disorder
Social, emotional and/or mental health difficulties
Medical conditions, both short and long-term
Students at North Chadderton are supported by an extensive team of staff including the pastoral team, a counsellor, a mental health lead and a large team of teaching assistants.
Resources to support students with SEND in school include:
- Standardised tests for assessing reading, writing and processing difficulties, including those used for assessing eligibility for access arrangements in exams
- Specific networked SEN programmes such as IDL
- Supportive technology, including laptops
- Specialist multi-sensory programmes such as Read Write Inc Fresh Start, Toe by Toe, Power of Two and Numicon
- Ongoing purchase of resources around SPLD and SLCN as indicated by the needs of individual students
- Educational Psychology services and outside agency provision such as Saddleworth Environmental Education.
Students with SEND are equally represented in extra-curricular activities including residential trips. If necessary an additional risk assessment may take place to ensure the safety of the students involved and additional staff deployed if required. We are fully compliant with the terms of the Equality Act 2010. We monitor participation of students with SEND in extra-curricular activities to ensure they are able to access them in line with their peers.
How do we approach SEND teaching?
Where possible the curriculum is delivered to all students in mainstream classes with differentiated work and TA support where needed. Additional curriculum support is provided via 1:1 or small-group intervention in areas such as literacy, numeracy and life skills, in line with individual student need. Some students follow differentiated pathways, for example with qualifications such as Step Up to English, Functional Skills or Entry Level courses. All interventions are baselined, planned in line with the curriculum, linked to the student's work in lessons and evaluated for impact. We follow guidance from the EEF regarding best practice for interventions.
How do we adapt the curriculum and learning environment for students with SEND?
Students are taught in mixed-ability groups at KS3 and in ability groups at KS4. We provide TA support in lessons where needed and staff provide appropriate differentiation in their lessons. We ensure that students have the tools they need to meet their learning needs; for example, those with ADHD are provided with discreet fiddle toys and given the opportunity to stand up and move round as often as is practical. Students with specific needs are provided with tailored resources as appropriate; for example, those with a visual impairment might be provided with an iPad linked to the teacher’s computer to enable them to view powerpoints clearly. We also adapt text-based resources to suit the needs of students with dyslexia and have a full range of coloured overlays for them to use if they find them helpful when reading.
Our TAs are deployed in line with best practice, according to the principles set out at http://maximisingtas.co.uk/
What training and expertise do our staff have?
CPD for all staff takes place on a weekly basis throughout the year. SEND specific training for all staff is always available on designated sessions throughout the year and specialist outside speakers are invited into school to train staff with the most up-to-date information. A drop-in session for staff to speak to the SEND team about any specific SEN queries or to discuss strategies to use with particular students is held every week. Planned CPD sessions for staff for the academic year 2019-20 include sessions on specific areas of need such as ADHD or dyslexia, best practice when deploying TAs, and teaching approaches which benefit SEND students as recommended by the EEF. These will include training on use of technology to support students, flexible grouping, metacognition and scaffolding. In addition, our TAs also take part in a comprehensive CPD programme to increase their expertise to support in the classroom.
How do we identify, assess and review our SEND pupils?
North Chadderton School follows the protocols stipulated from the Code of Practice 2015. The gathering of information to identify SEN may be via:
- Liaison with Year 5 (if on a EHC Plan). We also receive Year 6 information from feeder schools.
- Already on SEND register from Primary School.
- Baseline assessments in Year 7.
- Referral from class teachers.
- Observations from Teaching Assistants.
- Concerns from parents.
- Performance against expected level of progress within the National Curriculum level descriptions.
- Standardised screening and assessments.
In addition, regular testing and monitoring takes place where specific areas of study are being undertaken, such as standardised reading or spelling scores for students on multi-sensory programmes of study for those specific reasons. All students on our SEND register have a personalised pupil profile, unique to them and detailing their specific needs and teaching strategies to maximise their progress. These are available to all staff.
How do we assess and review students’ progress towards outcomes?
The Assistant Director reviews the progress of SEND pupils in line with the school's assessment calendar. Where there are concerns or lack of progress, the SEND team immediately works with the student and relevant subject teacher and puts a support plan in place. We fully involve parents and if concerns continue they are invited in for a meeting to discuss the situation and contribute to the plan to improve progress. We also closely monitor the attendance and behaviour of students with SEND and take any appropriate action needed.
How we keep our records?
The SEND register is stored centrally and available to all staff; it is reviewed regularly and updated at least half-termly. All students on the SEND register have a paper file separated in a locked filing cabinet. Where information is to be shared to all staff, this is attached or scanned in SEN linked documents in SIMs. This ensures the most recent pupil profile or information document is immediately available to all teaching staff, including cover teachers. We are moving this year to an online system of recording and monitoring SEND, using the Provision Map software package by Edukey.
How do we ensure all our students are included in all aspects of school life?
Wherever possible, students are encouraged to learn in the mainstream classroom environment with in-class TA support if needed. There are occasions where small group or 1:1 work is necessary or assessment needs to take place. The following rooms accommodate these situations and more:
The Inspire Unit
This is managed by our Deputy SENCO, Miss Caroline Crosby. Students may work in here temporarily for an assortment of reasons, including medical and emotional needs. They also undertake short term withdrawal sessions in here if they need support in one particular subject area to catch up or need to concentrate on a specific area of their curriculum. Students have 1:1 or small group lessons in here for intervention. Students can access Inspire whether or not they have an EHCP.
The ASD Base
This is managed by our Deputy SENCO and Base Manager, Mrs Maya Meaden. Students with an EHCP and a diagnosis of ASD may be placed in our Base provision by the Local Authority. The Base offers specialist staff, enhanced staff-student ratios and specialist teaching and intervention. As well as being a space for teaching, the Base is also a place for students to have a meet-and-greet in the mornings, individual mentoring sessions and where they can come at break and lunchtime if they prefer. We have a classroom, a sensory room and a life skills room for discrete teaching of social and life skills.
Both the Inspire and Base areas are also staffed by specialist TAs.
How are our parents and students involved in the review process?
All students on the SEND register have a key worker. This person is a member of the SEND team and acts as a point of contact for students and parents in school. Key workers will invite parents in for at least two meetings a year; these are opportunities to review progress and set targets for the student to work towards at home and at school. All parents of students with SEND are invited to make an appointment with the Assistant Director at Parent's Evening should they wish to discuss the provision in place for their child. This enables all parents to have three SEND-specific meetings in school annually, in line with the SEND Code of Practice.
Regular progress assessments and data analysis are taken throughout the year of all students and the progress of groups of SEND pupils are disseminated and analysed separately by the Assistant Director. Year 9 Statutory reviews include the careers officer and Year 10 and 11 students also have additional careers support whilst making post-16 choices. Student Progress reviews are held throughout the year but parents are welcome to come and discuss their child’s progress with their key worker at any time by appointment.
At North Chadderton we believe in a strong partnership between school and our students, parents and carers. With this in mind we always endeavour to:
- Work together to support students with SEND. We appreciate the pressures a parent may be under because of their child's needs.
- Inform parents/carers as soon as a pupil has been identified as having SEND.
- Acknowledge and draw on parents’/carers’ knowledge and expertise in relation to their child and involve them in the education planning process.
- Focus on the student's strengths as well as areas of additional need.
- Ensure that parents understand procedures, are aware of how to access support in preparing contributions, and where possible are given documents to be discussed before meetings.
- Respect the validity of differing perspectives and seek constructive ways of reconciling differing viewpoints.
- Recognise the need for flexibility in the timing and structure of meetings.
- Respect the differing needs parents/carers themselves may have such as disability, or communication and linguistic barriers.
- Encourage an active partnership with parents/carers and hold informal meetings and workshops where staff and parents can meet together and share expertise and concerns.
- Speak to and meet parents at the earliest mutually convenient time whenever possible.
- Parents/carers will be informed of their child's progress by phone, reports, interim and annual reviews and progress assessments.
- Be sure students are fully involved in the review process and have regular progress meetings with mentors to ensure they are aware of what their targets are and how best to meet them.
- Always invite students to attend reviews with staff and their parents/carers.
How do we involve other agencies to ensure our students’ social and emotional needs are met?
North Chadderton School works closely with other agencies and has an excellent reputation for providing close partnerships and information sharing with agencies supporting our most vulnerable students. We have an ever-changing network of partnership agencies as we seek to support our students. The following services/agencies are some of those we work closely with:
Educational Psychology Service
Healthy Young Minds (HYM)
Speech and Language Therapy
Looked After Children Team (Virtual School)
Visual Impairment Team
Hearing Impairment Team
LA Learning Support Team
School Nurse Service
Child and Family Support Teams
Education Welfare Officer
Children’s Social Care
Saddleworth Environmental Education
How are our SEND pupils supported pastorally?
At North Chadderton we emphasise the need for both students and staff to have strong mental health support, and to that end we have a dedicated mental health team in school. This is led by Mrs Diane Harrop. We also have a dedicated school counsellor. Our vulnerable students can come to Inspire and the Base at unstructured times where they can play with board games and Lego to help alleviate any anxiety they may feel. We also support students through our pastoral structure with Heads of Year, form tutors and designated TAs leading support on a daily basis.
Further information can be found here:
How are our SEND students supported through transition??
All North Chadderton students follow a very comprehensive transition programme from Year 6 into 7 but we appreciate that for those with SEND, there may be additional concerns from both themselves and/or parents/carers. We will attend Year 5 EHC reviews where North Chadderton is to be identified as the named school and where possible we will have a representative at the Year 6 Final Statement reviews held in the summer term prior to transition. We have a TA with specific responsibility for transition, Miss Lalena Naylor. Families with boys identified by primary schools as needing additional support will be contacted by a member of the SEND team to arrange additional visits to school prior to the summer term to meet teachers and take photographs, see timetables or experience the school restaurant; anything that will help to ease the uncertainty of the next step. Transition to Post 16 is assisted by our Careers adviser in school and SEND students receive additional support in this area; we also liaise with local colleges and post-16 providers to ensure a smooth transition for our students who move on after Year 11.
Further information can be found here:
What measures do we take to prevent bullying?
Our anti-bullying policy, which is followed for all students, can be found by clicking the link below:
How do we evaluate our SEND provision?
Weekly meeting between the Assistant Director and assigned Senior Director
- Ongoing use of self-evaluation tools
- External reviews by School Improvement Advisers
- Open dialogue with SEN Governor
Progress measured through usual school monitoring procedures with SEN cohort disseminated and given to Assistant Director for action
Standardised test scores for students on SEN specific areas of study
Regular scrutiny of SEND register between Assistant Director, SENCO and Inspire Leader
- Student, parent and staff voice.
What to do if you have a query or complaint
Parents and partners of the school are welcome to query decisions made by the school in the first instance with the Assistant Director or Headteacher. Any formal complaints should be made in writing as per the whole school complaints policy. Full details of Oldham SEND school policies can be found at: