How do we identify and assess the needs of the students with special education needs?

There are a number of ways that we identify and assess the needs of students with SEN:

1) We speak to all the feeder primary schools, as well as any other schools who are sending students with SEND to us in the year prior to students joining us to establish their needs/disabilities.

 

2) We test all students at the beginning of Yr 7 for reading and spelling to establish Literacy levels, which along with their KS2 SATs help us to decide whether any interventions are needed for Literacy.

 

3) In addition we test all Yr7s for Numeracy throughout the Autumn term to establish whether they are in the correct group and whether they need additional numeracy intervention.

 

4) During their first term in Year 7, students who arrive at Pilton Community College, who were on the SEN register at their previous school are monitored by the SEN Support team to ensure that their needs are being met; this might include :

 

being provided with small group support;

supported with a Learning Support Assistant/Behaviour Support Worker in lessons;

placed in a particular seating arrangement in the classroom; or

provided with differentiated material in the classroom to support their learning style.

 

5) For students in other years, we encourage staff to raise any concerns that they might have about a pupil who is failing to make satisfactory progress, or is causing concern for other reasons. These referrals are looked into and staff and, where necessary, outside professionals are consulted about the best way forward. If we decide that an intervention is necessary, parents will be contacted.

 

6) In addition to the above, there are a number of events where parents are encouraged to visit the school to talk with staff about any concerns or information they have regarding their child’s needs. These include Open Evening for prospective students with their parents, Intake Evening for the parents of students in Year 6 who are allocated a place at Pilton Community College, and Year 7 Information Evening for the parents of Year 7 students in the first few weeks of term.

 

How is extra support allocated to students?

If a student is known to the SENCO or Assistant SENCO they will ensure that the student accesses any provisions or accommodations that they require; these might include additional literacy and numeracy lessons; setted classes, access to classroom/small group support; advice and guidance from trained staff, etc.

 

If a student is not known to the SENCO or Assistant SENCO, but they are failing to make adequate progress, teachers can raise their concerns with the SEN team or the Heads of Houses and they will investigate why this is happening. If an intervention is required to ensure progress is made, parents will be contacted for a discussion about the best route forward. If it is not a SEN issue then the Head of House may refer the student to a Student Engagement Worker (SEW) to help support the student and to remove any barriers to learning so that progress is made.

 

Most additional support will take place in the classroom with teachers providing students with additional guidance and support as well as differentiated teaching material. On some occasions, however, it is necessary to withdraw students from lessons in order to give them personalised learning opportunities including literacy and numeracy support or Emotional Literacy support.

 

It is vital that teachers are provided with up-to-date information about students. The Student Support Department provide the staff with information about children with SEND to ensure that they are able to support students to achieve their best results. This information is available to all staff, but is treated with utmost confidentiality. We are happy to share the information we provide to staff to parents upon request.

 

Literacy Intervention

In Year 7, students who are working below the national average of Level 4 in their SATs are extracted from English in order to work on the key skills they need to develop. This is funded by the government’s “Catch-up Premium”. The SEN Literacy Coordinator runs these sessions along with Literacy Intervention Learning Assistants in order to ensure that class sizes are reduced and students receive high levels of support to ensure consistent and effective progress is made. Some students will remain in this class for all of Year 7, but others will return to mainstream English classes once they have achieved Level 4s consistently.

 

Students who come to Pilton Community College, working at Level 2 or below are placed in groups of no more than 6 with a teacher and Literacy Intervention Learning Assistant to ensure that students receive high levels of support and guidance to raise achievement. In addition to being extracted from English in Year 7, students in need of significant literacy support will be extracted from their French lessons and receive additional literacy support in these lessons. These lessons will include work on phonics, spelling, reading and writing skills.

 

Some students in Year 7, who achieved Level 4 in their SATS, still require additional intervention for Literacy. They will receive this support instead of attending their French lessons; this support is available to those students we feel will benefit from this intervention.

 

Once students have been extracted from a language lesson, they will not return, unless it is for a very, short intervention programme, but instead they will receive continued support for their literacy needs during Years 7, 8 and 9.

 

In addition to support in lesson time, some students are able to access literacy support during registration, break and lunchtimes as well as after school. The English Department provides a reading scheme for students who struggle with reading and they work with a “Reading Buddy” in the Library.

 

Additional Numeracy Support and Numeracy Interventions

Numeracy Support at Pilton Community College, is provided via setted classes with additional staff including the SEN Numeracy Coordinator, a Mathematics HLTA  and a Specialist Mathematics TA to support students in class or extract from lessons as and when necessary to ensure continued progress is made. In Years 7, 8 and 9 students with learning difficulties access one numeracy class a week where individualised support is given to them.

 

In Year 7, pupils who are working at levels in Maths that are too low to enable them to access mainstream Mathematics classes are extracted from these lessons entirely and instead given extra support in small groups, planned and delivered by the SEN Numeracy Coordinator. The teaching in the small groups is closely modelled on the assessment structure and routines of a Mathematics lesson. This is designed to allow a smooth transition into Year 8 mainstream Mathematics.

Teaching Staff within the Mathematics department will monitor the progress of all pupils in collaboration with the SEN Numeracy Coordinator and Mathematics HLTA and will extract pupils who are struggling to achieve level 4 consistently throughout topics. This is not only those who failed to achieve level 4 in their SATs but also to support those pupils who have achieved level 4 but struggle with numeracy for other reasons.

Year 7 pupils who are entitled to the catch up premium also receive a rolling programme of 15 minute registration sessions with a teaching assistant working on number bonds and times tables. This intervention runs on a six weekly basis with students working four mornings a week with a Teaching Assistant, after which this intervention may continue if felt necessary.

 

What support is available to help my child’s social and emotional needs?

We recognise that some students find the move from primary school to secondary school particularly challenging and whilst many quickly find their feet for others the need for a supportive and nurturing environment at break and lunchtimes will be on-going. In both the Student Support Centre and the Inclusion Centre, vulnerable students are allowed access to the faculty, which is supported by dedicated staff.

Physical Therapies

For students with physical disabilities, the Physical Disability Coordinator and the PE Department Learning Support Assistant work closely with physiotherapists to ensure a programme is put in place and carried out during school hours; this is on a highly individual basis.

 

How do we monitor the interventions that are put in place and how effective they are?

The SENCO regularly meets with the SEN Literacy and Numeracy Coordinator to discuss progress made and the programmes that are being used. Testing is carried out for Literacy on a termly basis to measure progress and discussions about the suitability of provisions are had where a student fails to make reasonable progress. The SENCO keeps a record of each intervention programme, and whether it continues to be fit for purpose; in recent years this has meant that several programmes have been replaced or adapted to meet the current cohort’s requirements.

 

How does the school teach pupils with SEN?

At Pilton Community College, we are committed to working as inclusively as possible, which means, where possible, students remain in the classroom at all times. Staff are given access to the SEN register and use the suggested strategies it contains to plan their lessons. In addition, information is regularly updated by the Student Support Centre, and the SENCO and Assistant SENCO using assessment data, observations and parental information to help inform teaching. Where it is not possible for students to access the curriculum, alternative provision is made on a personalised, needs-led basis.

 

How are staff supported to teach children with SEND?

As part of our basic curriculum offer, all teaching staff teach in such a way as to meet the needs of the full range of learners in the class. This is something that is monitored in a variety of ways, and all staff have regular training to ensure that they are able to differentiate appropriately. They also make sure that they are aware of the individual needs of each student, using the SEN register to help them where necessary. This is called “Quality First teaching”.

In addition, if appropriate, there will be a Learning Support Assistant (LSA) in the classroom. LSAs will work closely with classroom teachers where needed to help them differentiate the work or to ensure that students’ needs are being met in other ways.

This year, Pilton Community College has signed up for the Achievement for All programme, which provides additional training and support for staff to ensure that we are meeting the needs of any of our learners who may be more vulnerable, either because of a particular learning need or disability or for other reasons.

 

What support does Pilton Community College offer parents of students with SEND?

At Pilton Community College we recognise the importance of working in partnership with parents. Parents are given a single point of contact, which is either the SENCO or Assistant SENCO and they are encouraged to contact the school by email, phoning or in person and are welcomed to attend a number of events, including parents’ evenings during the school year.

 

What do I do if I believe that my child is not making reasonable progress?

If a parent expresses a concern that their child is not making reasonable progress, we will investigate the reasons why this might be happening, regardless of the ability level. If they are already receiving SEN support we will talk to parents about their concerns and see if we can resolve the lack of progress. If not, we will put in place our observation and assessment procedures, as well as talk to staff about their targets for students to see if students might need additional support and therefore need to be placed on the SEN register. We are happy to listen to parental concerns and act upon them.

 

There are a number of routes to accessing our support. Should you have concerns or wish to discuss the support available, the people that you can contact are:

your child’s tutor

subject teachers

the Head of House

the SENCO,

the Assistant SENCO

Deputy Principal in charge of SEN (Mr Danny Heaton).

 

In the unlikely event that you feel that the staff have not acted upon your concerns, there is a complaints procedure which should be followed. Details are available on our website via the following link:

 

http://www.piltoncollege.org.uk/assets/downloadableFiles/ComplaintsProcedurePolicy23.pdf

 

We will be happy to provide you with a paper copy of this should you wish one.

 

How does Pilton Community College measure the progress of my child? How will I know about this?

We continually monitor progress at Pilton Community College, with subject teachers and the Heads of Houses providing meaningful data on a regular basis. This includes:

Progress reviews where formal assessments are carried across the whole curriculum five times a year. For Years 7, 8, 9 and 10 that is twice in the Autumn term, once in the Spring term and twice in the Summer term. For Year 11 it is twice in the Autumn term, twice in the Spring term and once in the Summer term.

Students’ profiles are issued to parents after each progress point, showing their child’s targets, current working levels and learning behaviour for learning for each subject studied.

There are also opportunities to gain information about progress expectations and to discuss your child’s progress at meetings for all parents, which include Target Setting Day and Parents’ Evenings later in the year.

The progress of students with a Statement of SEN or EHC Plan is formally reviewed once a year at an Annual Review with you, your child and all adults involved with his or her education.

Our SENCO will also check that your child is making good progress within any individual work, and in any group, that they take part in.

 

How does Pilton Community College support students during transition between Primary School and Secondary School, or moving to a new school or college?

Moving from Key Stage 2 (Primary School) to Key Stage 3 (Years 7 – 9 in Secondary School)

Our Head of Year 7, Mrs Lorraine Clements and our Key Stage 3 Coordinator, Ms Michelle Goddard, will visit all of the feeder primary schools during the summer term and meet the students to answer any questions and help them feel more at ease with the transition process.

During the course of Year 6 our SENCO and Assistant SENCO will visit students transferring to our academy. They meet the students and their parents on an initial visit, typically after school hours, and then invite students who require additional support to visit the school during the school day, either on an individual basis or in small groups to familiarise them with Pilton Community College and the staff.

Year 6 students will also be invited to an Intake Day, which takes place towards the end of the Summer term. This is followed by an evening for parents, where any information about their child can be shared with staff at the school, including tutors, the SENCO and the Assistant SENCO, the Head and Deputy Head of Year 7 and the KS3 Coordinator.

If your child has a statement/EHC Plan or SEN support at primary school, there will be a transition plan to ensure that their needs are met as soon as they start in Year 7. Children starting with us in Year 7 are assessed during their first half term at Pilton Community College and we put these assessments together with information from the primary school and any available teacher assessments and observations to ensure:

The most appropriate support for your child

The most appropriate groupings for your child

Participation in appropriate small group support

 

Moving from Key Stage 3 (Years 7 – 9) to Key Stage 4 (Years 10 – 11)

During the Spring term of Year 9, we hold an Options Evening where parents are invited into the school to discuss the various options available for their child.

We invite students and their parents in to a meeting to discuss their options along with a senior member of staff.

If your child has a Statement of SEN or an EHC Plan, the Annual Review in Year 9 is a Transition Review, where options for after Year 11 start to be considered and decisions made about courses of study in Years 10 and 11. A careers advisor will be present at the Year 9 Transition Review.

In our regular review meetings for students who have a school advisor for SEN, students and parents will be able to consider their choices and preferences for courses of study in Years 10 and 11, as well as starting to think about choices after Year 11.

 

Moving on from KS4 (Years 9-11) to Post 16 Provision

We work closely with Careers South West to ensure that students with a statement/EHC Plan or disability have a Transition Plan in place.

The main aim of the plan is to focus on raising aspirations, where necessary, ensuring a wide range of options for students with SEN and supporting students in going on to achieve the best possible outcomes in further education or employment.

During the Year 11 Statement Review students are supported to develop their understanding of the range of post-16 options that may be available to them and we invite representatives from their chosen post-16 establishment to ensure a continued level of support.

 

Transferring to a New School

If the decision is made for your child to transfer to a new school, we liaise closely with staff at the new school and provide them with all the necessary information about your child, including their student files, so that appropriate arrangements can be made to make the transition from one school to another as smooth as possible for her. All students and parents/carers (if the student agrees at 16+) are welcome to see their files.

 

What support is offered to disabled students at Pilton Community College?

Not all students with a disability have special educational needs; however it is important that they have the same access to the Student Support Centre and the wider school as other students. We are continually working with outside professionals to ensure that our school is accessible for all disabled users, whether students, staff or visitors, and welcome opportunities to discuss any difficulties that may arise. We are aware that not every disabled student has special educational needs, and that not all students with SEN are disabled. We are pro-active at making “Reasonable Adjustments” for disabled students to ensure that they have full and equal access to the building and the wide and varied curriculum.

 

Our Accessibility Policy can be viewed at:

http://www.piltoncollege.org.uk/assets/downloadableFiles/AccessibilityPlanPolicy23.pdf.

 

Please feel free to request a paper copy should you need one.As a specialist Physical Disability facility, we consider that all students should have access to the entire school site. In order to facilitate this, regular walks are carried out by staff with students to ensure that access is practicable and convenient. The school layout is relatively simple and predominantly on one level; however for those rooms accessed by stairs there are lifts for students who require them. In order to ensure that these lifts are available for students with disabilities they are issued with a lift key for their use whilst they attend Pilton Community College. Rooms accessed by a lift are the Cruciform Block, the Art Block, the Technology Block, the Library and the Mathematics block. Our programme of extra-curricular activities is accessible for all students. Most equipment used in classrooms is accessible to all students regardless of their needs, and we provide adaptive technology or other equipment for those who need it to access the curriculum. If a student with a disability wishes to attend Pilton Community College we will always do our utmost to make the adjustments to the building, curriculum and resources needed.extra-curricular activities is accessible for all students. Most equipment used in classrooms is accessible to all students regardless of their needs, and we provide adaptive technology or other equipment for those who need it to access the curriculum. If a student with a disability wishes to attend Pilton Community College we will always do our utmost to make the adjustments to the building, curriculum and resources needed.

 

If my child has medical needs, how will they be supported?

All students with a medical condition will be properly supported to ensure that they have full access to the academy curriculum, including after school clubs, school trips and physical education. We treat each student with a medical need as an individual and in some cases we may offer a personalised timetable or slow reintegration back into school after longer periods of absence. Some students may need a Health Care Plan, which will be drawn up in partnership with parents or carers, healthcare professionals and our SENCO. Information such as triggers, signs, symptoms and treatments and strategies for managing an emergency will be shared with staff.

 

 

What training do staff have to support students with medical needs?

Depending on the medical needs of a student, staff may be required to have additional training about a specific medical condition or specific training in administering a particular type of medicine or dealing with emergencies; recent training for staff has included Types 1 and 2 Diabetes training.

Who has responsibility for students with medical needs?

Our First Aider, Mrs Nicky Martin, is responsible for students with medical needs. Mrs Martin works closely with our School Nurse, and holds all the Health Care Plans and information about students’ individual needs.

 

Who are the other professionals providing services to students with SEN at Pilton Community College?

All teaching and support staff at Pilton Community College share a responsibility to ensure that SEN students have the extra support they need in order for them to make good progress and achieve their full potential.

Additionally, we work with a number of external agencies to support the students and staff in providing guidance and practical support for SEN students. These include: